Refining The Skills Of Self-Directed Learning Among Student Nurses In Pakistan

An Intervention Study

Abstract

Objective: To assess improvement of readiness to self-directed learning among student nurses   

Methods: The sample size composed of 42 student nurses of first semester selected through consecutive sampling technique. The study was conducted utilizing quasi-experimental design, in Pak-Swiss Nursing College, Swat from 1^st June, 2019 to 2^nd September, 2019. An adopted questionnaire containing 40 questions with likert scale was employed. The cut-off point of 150 was used for assessing motivation to self-directed learning suggested by Fisher who had developed this scale. Data were collected regarding readiness to self-directed learning then a presentation session was arranged regarding self-directed learning. Afterwards students were given assignment for exam preparation to utilize self-directed learning method. Upon completion of one month data were collected on the same questionnaire. Students scoring ˃150 were motivated to self-directed learning while those securing ≤150 marks were not motivated to self-directed learning. The pre and post interventional findings were compared.

Results: The mean age of the participants was 19.8(±1.02) years. The sample consisted of 88.1 % (37) male and 11.9% (5) female students. In the pre-interventional data 50% (21) of the students revealed that they were motivated to self-directed learning but in post-interventional data the number increased to 87.7% (36). The score of subscales, self-management, desire for learning and self-control also increased.       

Conclusion: Readiness to self-directed learning improves by creating awareness among students. Therefore teachers should facilitate students to enhance skills of self-directed learning in order to expand academic knowledge, polish practical skills and prepare them for professional career.