Abstract
BackgroundSelf-directed learning is important in nursing as it is associated with improved clinical and moral competencies in providing quality and cost-effective care among people. However, unethical professional conduct demonstrated by some graduate nurses is linked with the way they are developed in schools alongside the content and pedagogies prescribed in nursing curricula. Pedagogical transformations appear to be inevitable to develop enthusiastic nursing students who can work independently in delivering quality and cost-effective nursing services to people. This study intended to examine the impact of facilitation in a problem-based pedagogy on self-directed learning readiness among undergraduate nursing students in Tanzania.MethodsA controlled quasi-experimental design was conducted in Tanzanian higher training institutions from January to April 2019. A 40-item Self-directed learning Readiness scale for nursing education adopted from previous studies measured self-directed learning and the Student A descriptive analysis via a Statistical Package for Social Sciences software program (version 23) was performed to establish nursing students’ socio-demographic characteristics profiles. Independent samples t-test determined mean scores difference of self-directed learning readiness among nursing students between groups while regression analysis was performed to discriminate the effect of an intervention controlled with other co-related factors.ResultsThe post-test results of self-directed learning readiness showed that nursing students scored significantly higher [(M = 33.01 ± 13.17; t (399) = 2.335; 95%CI: 0.486,5.668)] in the intervention group than their counterparts in the control. Findings of SDL readiness subscales were significantly higher among students in the intervention including self-management [(M = 10.11 ± 4.09; t (399) = 1.354; 95%CI: 0.173,4.026)], interest learning [(M = 9.21 ± 2.39; t (399) = 1.189; 95%CI: 0.166,4.323)] and self-control [(M = 13.63 ± 5.05; t (399) = 2.335; 95%CI: 0.486,5.668)]. The probability of nursing students to demonstrate self-directed learning readiness was 1.291 more times higher when exposed to the intervention (AOR = 1.291, p < 0.05, 95%CI: 0.767, 2.173) than in the control.ConclusionFacilitation in a problem-based pedagogy promises to change the spectrum of nursing learning habits potentially to their academic and professional achievements. Nurse tutors need to be empowered with it to prepare nursing students to meet their academic and professional potentials.
Highlights
As other African countries, Tanzania faces the challenge of inadequate nursing tutors and co-related resources to accommodate the increased enrollment rate of nursing students in nursing schools [1, 2]
The finding of this study revealed that nursing students who were accommodated by their training institutions were more times likely to demonstrate self-directed learning readiness than their counterparts who were not
The findings of this study imply that the use of facilitation in a problem-based pedagogy promises to enhance students’ self-directed learning (SDL) readiness in nursing education
Summary
As other African countries, Tanzania faces the challenge of inadequate nursing tutors and co-related resources to accommodate the increased enrollment rate of nursing students in nursing schools [1, 2]. Increased enrollment rate further strains academic faculty in nursing schools and clinical instructors in training hospitals’ to manage large class sizes and or groups in facilitating effective learning among nursing students using conventional pedagogies such as lectures, bed tutorials, discussions, assignments, and or demonstrations because they are cheap, easy to implement, can cover an extensive course content at once [3]. Paper-based scenario presentation, resolving, debates, and sharing (30 min) The researcher and assistant distributed pieces of papers with a conflicts-based scenario in each group followed by brief descriptions on the ways students were required to address them individually and in their groups. After a brief description and assignment of the scenario among groups, students were given one to address the scenario by exploring possible conflict resolution strategies that suit the given problem before being shared and discussed in the entire class during the scheduled session.
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