Abstract
BackgroundNew educational approaches may be necessary to enhance competency in the new generation of students. Self-directed learning and blended coaching have been effective strategies to meet this challenge. However, there has been little research on self-directed learning programs using blended coaching (SDL_BC) in clinical practice. This study aimed to evaluate the effectiveness of a self-directed learning program using blended coaching among nursing students in clinical practice.MethodsA non-equivalent control group pretest-posttest non-synchronized intervention design was used. The participants were 91 students, comprising an experimental group (n = 44) and a control group (n = 47). The experimental group was trained using a self-directed learning program with blended coaching. The Self-Directed Learning Competency Questionnaire, Clinical Competency Questionnaire, and Numeric Rating Score for clinical practice satisfaction via a self-report were all used in the assessment. Descriptive statistics, independent t-tests and ANCOVA were used to evaluate self-directed learning competency, clinical competency, and clinical practice satisfaction.ResultsStudents in the experimental group showed a significantly higher improvement in competency in the implementation of self-directed learning (F (1,89) = 4.27, p = 0.039) and higher satisfaction with clinical practice (t (89) = 3.10, p = 0.003) compared with those in the control group.ConclusionsThese results provide evidence that a self-directed learning program using blended coaching is an effective educational approach to improve the implementation part of self-directed learning competency and clinical practice satisfaction among nursing students in clinical practice. Further research is required to investigate whether other variables are associated with clinical competency, competency in planning and evaluation of self-directed learning, or their long-term effects.
Highlights
New educational approaches may be necessary to enhance competency in the new generation of students
Many faculty members are attracted to the self-directed learning approach because it enables nursing students to develop independent
Intervention We developed the self-directed learning programs using blended coaching (SDL_BC) based on Garrison’s selfdirected learning model [12, 13], which consists of three dimensions: motivation, self-management, and selfmonitoring (Table 1)
Summary
New educational approaches may be necessary to enhance competency in the new generation of students. Self-directed learning and blended coaching have been effective strategies to meet this challenge. There has been little research on self-directed learning programs using blended coaching (SDL_BC) in clinical practice. This study aimed to evaluate the effectiveness of a self-directed learning program using blended coaching among nursing students in clinical practice. Self-directed learning has become a popular concept in nursing education. Many faculty members are attracted to the self-directed learning approach because it enables nursing students to develop independent. Successful integration of the self-directed learning process into existing curricula requires adequate preparation of faculty members and students, at the undergraduate level [2]. Self-directed learning requires a coach to assist and guide students. Instruction of faculty members in self-directed learning and coaching methods is very important
Sign-in/Register to view highlights & summary Sign-in/Register to access full text options 
Free) 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a call
