Enhancing self-directed learning among Italian nursing students: A pre- and post-intervention study

Nurse Education Today
L CadorinA Palese

Abstract

In accordance with Knowles's theory, self-directed learning (SDL) may be improved with tutorial strategies focused on guided reflection and critical analysis of the learning process. No evidence on effects on SDL abilities of different tutorial strategies offered to nursing students during the 1st clinical experience is available. To evaluate the effect of different tutorial strategies offered to nursing students on their SDL abilities. A pre-post intervention non-equivalent control group design was adopted in 2013. For the treatment group, structured and intensive tutorial interventions including different strategies such as briefing, debriefing, peer support, Socratic questioning, performed by university tutors were offered during the 1st clinical experience; for the control group, unstructured and non-intensive tutorial strategies were instead offered. Two Bachelor of Nursing Degree. Students awaiting their clinical experience (n=238) were the target sample. Those students who have completed the pre- and the post-intervention evaluation (201; 84.4%) were included in the analysis. SDL abilities were measured with the SRSSDL_ITA (Self Rating Scale of Self Directed Learning-Italian Version). A multiple linear regression analysi...Continue Reading

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Citations

May 4, 2016·Nurse Education Today·Caroline BarkerKaren Ousey
Dec 9, 2017·JBI Database of Systematic Reviews and Implementation Reports·Linda Schumann ScheelAnna Christine Meinertz Møbjerg
Jun 10, 2018·BMC Medical Education·Kalyani PremkumarTara A John
Jun 18, 2021·Nurse Education Today·Florence Mei Fung WongWinnie Lai Sheung Cheng
Sep 15, 2021·JBI Evidence Synthesis·Linda Schumann ScheelMicah D J Peters

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