Measuring self-directed learning readiness in health science undergraduates: A cross-sectional study. (December 2019)

• Record Type: Journal Article
• Authors: Rascón-Hernán, Carolina; Fullana-Noell, Judit; Fuentes-Pumarola, Concepció; Romero-Collado, Angel; Vila-Vidal, Dalmau; Ballester-Ferrando, David
• Is Part Of: Nurse education today. Volume 83(2019)
• Publication Date: 2019-12
• Subjects: Health science degrees -- Higher education -- Medicine degree -- Nursing degree -- Physiotherapy degree -- Psychology degree -- Self-directed learning -- Readiness; Nursing -- Study and teaching -- Periodicals; Education, Nursing -- Periodicals; Soins infirmiers -- Étude et enseignement -- Périodiques; Nursing -- Study and teaching; Periodicals; 610.7307
• DOI: 10.1016/j.nedt.2019.08.019
• Languages: English
• ISSNs: 0260-6917

Abstract

Abstract: Background: The European Higher Education Area places students at the centre of the teacher-guided learning process and requires them to participate more in their education and to be responsible for acquiring the professional competences relevant to their career. Self-directed learning is a key means for developing the skills necessary for professional careers. Objective: To measure self-directed learning readiness in health science undergraduates. Method: Observational descriptive cross-sectional study of a convenience sample drawn from the total health science (medicine, nursing, physiotherapy and psychology) undergraduate population (n = 1699) at the University of Girona (Spain). The data collection instrument was a self-directed learning readiness scale with 38 items administered to the 1134 undergraduates who agreed to participate. Results: Just over three quarters of the sample (n = 865; 76.27%) completed the full questionnaire. Self-directed learning readiness was indicated by an overall mean (standard deviation) score of 143.65 (11.76) points. Nursing undergraduates obtained the highest mean (SD) score – 145.08 (14.13) – in the overall scale. Associations were observed between degree course and self-directed learning readiness in the learning planning, desire for learning, self-confidence, self-management and self-evaluation subscales. Women scored better than men (p < 0.13) and scores progressively improved with each additional academic year. Conclusion: The sampled students exhibited good self-directed learning readiness. Training students in self-directed learning skills is a necessary part of the teaching-learning process. This kind of training in universities needs to be reinforced to develop learning autonomy, promote lifelong learning and prepare competent future health professionals. Highlights: Reflective practice helps students develop self-directed learning. The role of the nurse mentor/instructor is key to student learning. Good communication and relationships between campus and practicum sites is essential. Feedback from nurse mentors/instructors and professors