Investigating Self-Concept and Readiness of Self-Directed Learning Among Undergraduate Nursing Students in Jeddah

Hala M Abdou ,Ghadeer Alsomli ,Ahlamalsulami ,Doaa Ali Alshomrani

doi:10.7176/jep/10-2-07

Abstract

In the last few decades development of nursing profession demands acquirement of skills that encourage lifelong learning. Self-concept is an important predictor and outcomes through educational learning environment of student personal interest and satisfaction. In addition, self-directed learning has become a focus for nursing education and critical skills for nursing students due to the complexity and changes in nursing profession development. Therefore, this study will integrated self concept and readiness of directed learning among nursing students' skills that gain and exposure during practice in the clinical settings to facilitate all over their professional career. This study aimed to investigate the relationship between self-concept and self-directed learning readiness among undergraduate nursing students in Jeddah. A descriptive correlational comparative study design was selected for fulfilling the aim of this study. The area of studying was carried out at College of Nursing – King Saud Bin Abdul-Aziz University for health science – Jeddah .The Study Subjects composed of junior and senior undergraduates nursing students at College of Nursing – King Saud Bin Abdul-Aziz University for health science – Jeddah. Non probability convenience sampling technique was utilized for this study. The estimated number of students’ 50 junior and 50 senior nursing students from CONJ.A package composed of two questionnaires was used to collect data namely; Nurses Self – Concept Questionnaire. (NSCQ) and a Self-Directed Learning Readiness Scale (SDLRS). Data ware analyses using descriptive and implemented statistics. Main finding were that positively significant moderate correlation between self –concept and self-directed learning readiness dimensions among nursing students except for desire for learning. The majority of nursing students was high for self –concept and self-directed learning readiness dimensions. Finally, age, educational level and marital status are factors which have an effect on the nursing students' perception of self-concept dimensions, whereas marital status was influenced their SDLR dimensions. Therefore, the study recommended that educators should foster a partnership with students to help them assess their learning needs, develop specific learning objectives and promote life-long learning. Keywords: self-concept, self-directing learning, readiness, nursing students DOI : 10.7176/JEP/10-2-07

Highlights

Nursing education is well designed to help student’s preparation in providing the holistic care to various patients populations by increasing students ’knowledge, and improving their skills in the clinical areas that help them in developing their values professionally. [1] Awareness of nursing students' knowledge about their abilities towards self-directed learning and self-learning concept are significant for nurse educators
3.4 Study tools The questionnaire includes 3 parts: 3.4.1 Part 1: consisted of socio-demographic data of the nursing students' including the following variables: age, level of education, type of educational program, marital status and Academic Courses 3.4.2 Part 2, Nurses self – concept questionnaire (NSCQ)was created and developed by Cowin (2002),and was based on a multidimensional theory of self-concept by Shavelson et al[24,10]It was used to measure nursing student' professional self-concept in 4 domains care (3 items),knowledge (4 items),staff relation (3 items),and leadership(4 items) with a total of (14 items).All 14 positively worded items were randomly assigned throughout the questionnaire
It is help them in move into a nursing profession.[10]On the other hand, the results of this study contradicts the foundations of Jahanbin Iet.al (2012), they found that the students' professional self-concept have lessenlevel when compared to other research.[29]it was identified that care, staff relation, leadership of self-concept dimensions document a www.iiste.org significant difference relationship among junior and senior nursing students

Summary

Introduction

Nursing education is well designed to help student’s preparation in providing the holistic care to various patients populations by increasing students ’knowledge, and improving their skills in the clinical areas that help them in developing their values professionally. [1] Awareness of nursing students' knowledge about their abilities towards self-directed learning and self-learning concept are significant for nurse educators. Self-concept is an essential outcome through nursing profession environments It represents as the source for students’ motivation concerns with how they believe and play as a moderator position for their responsibilities and performance. [4] A positive selfconcept is desirable goal and high self-concept has the possible benefits of improving achievements and attaining self-fulfillment It could be interpreted as the opportunity that linking between the internal thinking and feelings with the external events of a structure to guide the sense of ‘self ’. It seems that there is a positive relationship between the length of education and development of one’s’ professional self-concept that affects the degree in the academic systems. Positive professional self-concept supports the nursing students to perform a high level of their experiences under any pressure of the demanding atmosphere. [4,7]

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Conclusion