Abstract
The objective of this study is to determine the lifelong learning tendencies of students from the midwifery and nursing department at a Faculty of Health Sciences, and to reveal whether these tendencies differ with respect to the some variables. It further attempts to show some significant differences in the students' lifelong learning tendency levels according to certain demographic attributes (i.e., department, gender, and leisure). In accordance with the above purpose, the answers to the following questions are sought. 1. What are the lifelong learning tendency levels of midwifery and nursing students? 2. Are there any significant differences in lifelong learning tendency levels between the groups of students that may be formed according to demographic attributes? This is a descriptive study for a situation determination, on which a scanning model is grounded. The target population of this study consists of 356 students enrolled in midwifery and nursing departments. None of the sampling methods are used in this research as the researchers aimed to reach all 356 individuals in the target population. The data were collected from 333 students, although the data concerning 14 students were not included in the analysis due to a lack of response. The measurement scale used to measure the lifelong learning tendencies consists of two parts. Items regarding the demographical attributes constitute the first part and items related to the participants' tendencies toward lifelong learning formed the second part of the measurement tool. SPSS-22.0 was used for the data analysis, where Mann-Whitney U and Kruskall-Wallis H tests were conducted to test the hypothesis. The descriptive statistics of the students' demographic attributes were presented. The study's results indicated no significant difference in the lifelong learning tendency levels between the two groups of students making up the study areas (i.e., midwifery and nursing). Therefore, it can be inferred from this result that study areas do not have any significant impact on students' lifelong learning tendency scores. Conversely, the study's results revealed a significant difference in the students' lifelong learning tendencies between the two gender groups (i.e., female and male). The mean observed lifelong tendency scores of the female students was significantly higher than the mean of the male students. In light of the obtained study results, to improve the lifelong learning tendencies of students enrolled on midwifery and nursing courses, educational seminars about the importance of lifelong learning in human lives should be held.
Highlights
In the twenty-first century, referred as the information age, individuals are required to cope with geometrically increasing vast amounts of information and to be creative persons who investigate, probe, establish communication with others, adapt to innovations, and be technology-friendly as members of an information society
Are there any significant differences in lifelong learning tendency levels between the groups of students that may be formed according to demographic attributes? This is a descriptive study for a situation determination, on which a scanning model is grounded
The study's results indicated no significant difference in the lifelong learning tendency levels between the two groups of students making up the study areas
Summary
In the twenty-first century, referred as the information age, individuals are required to cope with geometrically increasing vast amounts of information and to be creative persons who investigate, probe, establish communication with others, adapt to innovations, and be technology-friendly as members of an information society. The fundamental objective is that midwives and nurses maintain their personal and professional development in line with modern approaches through lifelong learning so as to raise the quality of the care and service that they provide; in other words, it is to protect unhealthy/healthy individuals, family, society, and receivers of health services by means of quality service (Abruzzese, 1986; Alspach, 1995; Aspın and Chapman, 2000; Gopee, 2002; Stein, 1998; Taşocak, 2000; Thurstone, 1992). In light of the above information, determining the tendencies of students from the midwifery and nursing department at a Health College and investigating whether their lifelong learning tendencies change with respect to certain variables is a fundamental problem of the present study
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