Self-Directed Learning Instrument Research Articles

Effect of stress on study skills self-efficacy in Nursing students: the chain mediating role of general self-efficacy and self-directed learning.

The purpose of the study is to explore the current level of nursing students' study skills self-efficacy, and whether general self-efficacy and self-directed learning ability mediate the relationship between perceived stress (including positive stress and negative stress) and study skills self-efficacy. The survey was conducted among 1,289 nursing students including 795 students from Jinzhou Medical University and 494 students from Dalian University. Participants completed a self-designed questionnaire, which included the Study Skills Self-Efficacy Scale, Perceived Stress Scale, General Self-Efficacy Scale, Self-Directed Learning Instrument, gender, age, academic year, and other demographic characteristics. Descriptive analysis, independent-samples t-test, one-way analysis of variance, Pearson correlation analyses, and the bootstrap method were used for data analysis. Positive stress significantly positively predicted students' study skills self-efficacy, with an effect size of 0.686. Moreover, general self-efficacy and self-directed learning mediate the relationship between positive stress and study skills self-efficacy in nursing students, with effect sizes of 0.235 and 0.245, respectively. The direct effect of negative pressure on students' study skills self-efficacy is not statistically significant, but it has a significant negative predictive effect on study skills self-efficacy under the mediation of general self-efficacy and self-directed learning, with effect sizes of -0.337 and -0.238, respectively. This study explains how stress affects students' study skills self-efficacy, and the results have certain enlightenment significance for improving the stress management ability and study skills self-efficacy of college students in the future.

The effectiveness of immersive virtual reality applications (human anatomy) on self-directed learning competencies among undergraduate nursing students: A cross-sectional study.

Technological developments have significantly impacted various aspects of life, most notably healthcare and education. A nursing education shift was required to prepare digital generation. Consequently, nurse educators must adopt innovative approaches to teaching and learning, like incorporating immersive virtual reality (VR) into human anatomy courses to improve students' learning. To examine the influence of immersive VR applications (human anatomy) on self-directed learning (SDL) competencies among undergraduate nursing students. A cross-sectional design was conducted in the health profession's faculty at Al-Quds University among the first year of the nursing program, who were enrolled in an anatomy course (N = 137). The Self-Directed Learning Instrument was used, and independent sample t-tests were conducted to compare the level of SDL among students who utilized the VR application (Human Anatomy VR). The results showed that 93.9% of the total were approximately 20 years old, and 85.4% were females. 90.5% of participants expressed satisfaction with using the VR application and that it would be beneficial in nursing courses. The average score of SDL for the whole group was 72.03 ± 13.07, and there is a positive significant relationship between SDL and students utilizing VR (p < 0.001), between SDL competencies and technological skills (p = 0.009), and type of digital tools (p = 0.049). The highest coefficient of correlation was related to planning and self-monitoring (r = 0.918), and the lowest was related to interpersonal communications (r = 0.865). VR is an additional tool for enhancing learning, and nursing students perceive immersive VR technologies positively and prefer using three-dimensional images in their anatomy courses. SDL assists students in identifying learning objectives, barriers, and outcomes through using VR technologies as teaching strategies.

The mediating effect of advanced health assessment on the relationship between self-directed learning and clinical thinking among master of nursing specialist postgraduate students: A structural equation model

BackgroundClinical thinking is an important competency among master of nursing specialist (MNS) postgraduate students. Previous studies have demonstrated that self-directed learning (SDL) positively affects clinical thinking among MNS postgraduates. However, little is known about the mechanisms underlying the relationship between SDL and clinical thinking. AimThis study aimed to investigate the status of MNS postgraduates' SDL, advanced health assessment (AHA), and clinical thinking and to explore the mediating effect of AHA on the relationship between SDL and clinical thinking through a structural equation model. DesignCross-sectional study. SettingsParticipants were recruited from 7 universities in Anhui, Hubei, Hebei, and Heilongjiang provinces, China. ParticipantsA convenience sample of 300 MNS postgraduates was recruited from May 2023 to July 2024. MethodsA general information questionnaire, SDL instrument, AHA scale, and clinical thinking scale were used for data collection. Data were analyzed using SPSS and AMOS software. ResultsThe levels of SDL, AHA, and clinical thinking among the participants were above the middle level. AHA played a partial mediated role in the relationship between SDL and clinical thinking. ConclusionsThis study provides new insights into the relationship between SDL, AHA, and clinical thinking. The results of this study indicate the effectiveness of developing AHA when conducting SDL to enhance the clinical thinking of MNS postgraduates.

Applying team-based learning combined with empathy map to improve self-directed learning skills

BackgroundLifelong learning is essential for cultivating conscientious nurses. Because self-directed learning is significantly correlated with lifelong learning, it is necessary to enhance nursing students’ self-directed learning skills after graduation. This study examined the effectiveness of an integrated team-based learning and empathy mapping teaching strategy in a Psychiatric Nursing course for enhancing students’ self-directed learning skills and academic performance.MethodsA quasi-experimental design was used. The subjects of the study were 89 third-year nursing students who enrolled in a course on Psychiatric Nursing. Data were collected from September 22, 2021 to January 31, 2022. The participants were recruited using purposive sampling and divided into experimental group and control group. The pre- and post-test learning outcomes of nursing students were evaluated with the Self-Directed Learning Instrument (SDLI).ResultsThe experimental group performed significantly better than the control group on the dimensions of “identifying learning resources,” “monitoring learning progress,” and “interpersonal communication,” (p < .05) as revealed by the results. Additionally, the students enhanced their self-directed learning skills (p = .038) and academic performance (p < .001).ConclusionsThe integrated team-based learning and empathy mapping teaching strategy significantly enhanced the self-directed learning skills and academic performance of nursing students.

Perceptions of Self-directed Learning among Preclinical Medical Students at Universiti Teknologi MARA

Self-directed learning (SDL) is an important aspect of lifelong learning. Medical knowledge is constantly changing, so, medical students need good SDL abilities to ensure improvement in their academic performance and future work service. This study aimed to evaluate the perceptions of SDL abilities among preclinical medical students at Universiti Teknologi MARA and identify the factors that motivated or discouraged them to undertake SDL. A validated 20-item SDL instrument (SDLI) was used to assess the SDL abilities of the students. They were also asked to respond to open-ended questions about the influencing factors in implementing SDL. The 232 respondents were comprised of Year 1 and Year 2 medical students. The mean SDLI scores of the respondents were higher than those obtained in other studies using the same instrument, indicating these respondents had good SDL abilities. No significant differences in SDLI scores were identified in terms of gender, academic background, or academic year. Important promoting factors for implementing SDL reports included guidance from lecturers or faculty, as well as support from friends and family. Distractions from current technology and social media were listed as significant discouraging factors for implementing SDL. The influencing factors reported in this study should assist the faculty in designing appropriate teaching-learning activities that guide and support SDL.

Self-directed learning in dental hygiene students: Impact of locus of control and personality traits.

The purpose of this study was to identify demographic variables, the level of self-directed learning (SDL), locus of control (LOC), and personality traits in dental hygiene (DH) students and to identify predictive variables for SDL. Cross-sectional survey research was conducted with a convenience sample of DH students (n=229) in the United States using a web-based survey. The validated instruments used were the Self-Directed Learning Instrument (SDLI) to determine level of SDL, the Academic Locus of Control (ALC) scale for college students to evaluate LOC, and the Big Five Inventory-2-Extra Short Form (BFI-2-XS) to identify personality traits. Descriptive, correlation, and regression analyses were performed. The completion rate was 68.9% (n=159). The average SDLI score of the sample was 82.59, indicating a high overall level of SDL. The average ALC score was 10.34, indicating an overall internal LOC. Internal LOC (B=-0.319, SE=0.082, β=-0.330, p<0.001) and an open-minded personality trait (B=1.156, SE=0.363, β=0.233, p=0.002) emerged as significant predictors of learning motivation (B=-0.138, SE=0.057, β=-0.214, p<0.017) and self-monitoring (B=0.553, SE=0.253, β=0.167, p=0.030) SDLI constructs. SDL among DH students can be cultivated by enhancing their learning motivation and self-monitoring skills. This may be achieved by helping learners increase their internal locus of control and open-mindedness. Future studies should explore exercises to help promote these traits.

Effects of an unfolding case study on clinical reasoning, self-directed learning, and team collaboration of undergraduate nursing students: A mixed methods study

BackgroundClinical reasoning is an essential nursing competency that students must develop to provide safe patient care. Developing and utilizing unfolding case studies, which present constantly changing patient conditions to improve students' clinical reasoning and to foster communication and self-reflection, can help to achieve that imperative. ObjectivesTo develop an unfolding case study and to test its effectiveness in improving clinical reasoning, team collaboration, and self-directed learning. DesignA mixed methods design. SettingOne university in Southern Taiwan. ParticipantsForty nursing students. MethodsAn unfolding case study was developed based on the clinical reasoning model and unfolding cases model. The Nurses Clinical Reasoning Scale, Self-Directed Learning Instrument, and Questionnaire of Group Responsibility and Cooperation in Learning Teams were used. Forty nursing students completed questionnaires and nine of them participated in focus group discussions. Wilcoxon signed-rank, Spearman correlation, regression, and inductive content analysis were used to analyze data. ResultsStudents' abilities in clinical reasoning, self-directed learning, and team collaboration were statistically significantly improved after implementation of the unfolding case study. Emergent themes included “patient-centered communication,” “group inspiration and learning,” “thinking critically and reflecting on oneself,” and “applying theoretical knowledge in care to meet patients' changing needs.” ConclusionsUnfolding case studies provide a safe environment in which nursing students may learn and apply knowledge to safe patient care.

The mediating effect of self-directed learning ability between professional identity and burnout among nursing students

ObjectivesBurnout influences students’ academic performance and mental health. This study analyzed the relationship between professional identity, self-directed learning ability, and burnout, and examined the mediating effect of self-directed learning ability between professional identity and burnout among nursing students. Methods884 nursing students were recruited at two medical universities in China. Demographic information, Academic Burnout Scale, Professional Identity Questionnaire for Nursing Students, and Self-directed Learning Instrument were distributed to collect data. ResultsBoth professional identity (β = −0.17) and self-directed learning ability (β = −0.43) showed negative associations with students’ burnout. Meanwhile, there was a partial mediating effect of self-directed learning ability between professional identity and burnout (−0.24, 95% CI = −0.30, −0.20). ConclusionsNursing educators should emphasize on developing effective strategies to improve nursing students’ professional identity and self-directed learning ability to prevent or reduce their burnout.

The Effect of Video-Based Laboratory Application on Self-Efficacy and Self-Learning in Nursing Students: A Comparative Study

ABSTRACT The aim of this study is to determine the effect of video-based laboratory practice activities in distance education on nursing students’ self-efficacy and self-learning. A randomized controlled trial of intervention and control groups with pretest, posttest study. The study sample consisted of 118 nursing students registered to the online Pediatric Nursing distance education in the 2022–2023 academic year. This study was completed with the participation of 100 students, with 56 students in the video group and 44 students in the control group. In the distance education, video-based laboratory application was applied to the students in the video group. The students did a video application about 8 topics related to child health and diseases nursing. The students in the control group did not video based laboratory application, only did classic education. At the beginning and end of the study, Self-Directed Learning Instrument (SDLI) and (General Self-Efficacy Scale (GSES) were applied to the students. The difference between the GSES and SDLI total and subscales pre and posttest difference mean scores were found to be higher for nursing students in the study group compared to those in the control group (p < .001).

Self-directed learning for medical graduates: A boon or bane in disguise? A cross-sectional study in Chennai.

Self-directed learning (SDL) is an essential aspect of adult education or andragogy, gaining significance in medical education with the introduction of competency-based medical education. The primary objective of this study is to assess the self-directed learning abilities of second-year medical undergraduates in Chennai, South India, and to identify potential challenges and gaps in their learning process. A cross-sectional study was conducted among 82 second-year medical students attending self-directed learning sessions at a medical college in Chennai. Data were collected using the self-directed learning instrument (SDLI), a standardized questionnaire, administered through Google Forms. Participants' identities were maintained confidential. Data were analyzed using SPSS version 22.0. Descriptive data were presented as proportions and percentages. Normally distributed quantitative data were expressed as mean and standard deviation. Non-normal continuous data were expressed as median and interquartile range (IQR). The majority of the students (61%) demonstrated a high level of SDL ability, with a median score of 76. Students exhibited strong learning motivation (mean score 4.11) but struggled with planning and implementation (mean score 3.07). The maximum mean score was 4.11 for item 3 (constant improvement and excelling in learning), and the minimum mean score was 3.07 for item 11 (arranging and controlling learning time). The students showed high self-monitoring (mean score 3.76) and interpersonal communication skills (mean score 4.00). SDL emerges as a boon for medical undergraduates in this study. By providing adequate training to faculty members on SDL implementation and guidance to students on planning and time management, SDL can play a pivotal role in enhancing medical education quality and fostering life-long learning among future medical professionals.

Self-Directed Learning And Approach To Seeking Medical Evidence: Perceptions Of Students From A Private Medical University Of Karachi.

To assess self-directed learning among medical students and their approach towards seeking medical evidence. The cross-sectional study was conducted from November 30, 2021, to June 30, 2022, at the Baqai Medical University, Karachi, and comprised first to fifth year medical students of either gender. Data was collected using a structured online questionnaire which also included questions from the self-directed learning instrument. Data was analysed using SPSS 21. Of the 250 students who approached, 159(63.6%) responded were received; 102(64.2%) females and 57(35.8%) males. The overall mean age was 21.78±1.72 years, with 88(54.1%) subjects aged >21 years. Majority 127(79.9%) participantsscored above average on the self-directed learning instrumentscale, while 131 (84.2%)showed satisfactory approach towards evidence-based medicine. Students with better attitude towardsself- directed learning were more likely to have satisfactory approach towards evidence-based medicine, but this relationship was not significant (p=0.136). Medical students were found to be keen to adopt self-directed learning and practice evidence-based medicine though they have not been formally exposed to it.

Resilience and academic motivation's mediation effects in nursing students' academic stress and self-directed learning: A multicenter cross-sectional study

AimsTo investigate the mediating role of resilience and academic motivation between academic stress and self-directed learning. BackgroundAcademic stress in nursing students is a well-reported concept that affects resilience, academic motivation and self-directed learning. However, there is a dearth of studies investigating the mediating role of resilience and academic motivation between academic stress and self-directed learning. DesignCross-sectional study and mediation analysis. MethodsNursing students (n = 718) were recruited from five nursing schools via convenience sampling. Four self-report scales (Perception of Academic Stress Scale, Connor and Davidson Resilience Scale, Short Academic Motivation Scale and Self-directed Learning Instrument) were used to collect data from August to December 2022. Pearson’s r, bivariate analysis and multistage regression analyses were employed to analyze the data. ResultsAcademic stress negatively influences nursing students' resilience, academic motivation and self-directed learning. Resilience and academic motivation have a positive impact on self-directed learning. Resilience and academic motivation mediate the relationship between academic stress and self-directed learning, as evidenced by a reduction in the negative impacts of academic stress on nursing students. ConclusionResilience and academic motivation, as mediators, reduce the effects of academic stress on self-directed learning. Nursing educators and administrators should promote programs that strengthen resilience and academic motivation. Thus, improving educational and clinical performance.

Self-directed learning ability and its relationship with perceived perioperative competence in the senior undergraduate surgical technology students: A cross-sectional study

Background &amp; Objective: Self-directed learning (SDL) as an effective strategy in surgical technology students can significantly help to improve their skills and clinical competence. The present study aimed to determine SDL ability and its relationship with Perceived Perioperative Competence in senior undergraduate surgical technology students. Materials &amp; Methods: The present descriptive study was conducted based on a cross-sectional design. This research included 207 final-year surgical technology students via the census method. Data collection tools included a demographic characteristics form, the Self-Directed Learning Instrument (SDLI) developed by Su-Fen Cheng (2010), and the Perceived Perioperative Competence scale. After collecting the data, they were analyzed in SPSS version software (version 20). Results: The mean SDL and clinical competence scores were reported as 73.8±8.9(intermediate level) and 107.2±17.3 (intermediate level), respectively. Among various dimensions of perceived clinical competence, interaction with colleagues had the highest value (3.4±0.6). Among the dimensions of SDL, interpersonal communication obtained the highest value (3.8±0.4). To investigate the relationship between SDL and clinical competence, Kendall's Tau and Spearman's correlation coefficients were obtained at 0.601 and 0.794, respectively, pointing to the significant positive relationship between the two variables (P&lt;0.001). Conclusion: As evidenced by the obtained results, the SDL ability predicts the clinical competence of surgical technology students; therefore, revising the curricula of surgical technology students at the BS level and paying attention to the principle of student-centeredness in the education process, along with conducting training courses on SDL principles, can improve students' clinical competence.

Reliability and validity of the Chinese version of the self-directed learning instrument in Chinese nursing students

BackgroundIn a rapidly changing healthcare environment, Self-directed learning (SDL) ability is recognized as a crucial condition for nursing students and nurse to deal with severe challenges positively. Developing SDL ability is becoming more and more important among nursing students. SDL is related to nursing students enhancing their own knowledge, skills and maintaining lifelong learning. This study is aim at translating the Self-directed Learning Instrument (SDLI) into Chinese and verify its reliability and validity among nursing students.MethodsThe study adopted a cross-sectional design and the multistage sampling design. The SDLI was translated into Chinese, and the reliability and validity of the scale were tested among 975 nursing students.ResultsThe Cronbach’s α value of the Chinese version of SDLI was 0.916. The split-half reliability coefficient was 0.829, and the retest coefficient was 0.884. The content validity index of the scale was 0.95. Furthermore, the four-factors model was obtained by using exploratory factor analysis, explaining 55.418% variance, and the communalities of the items ranged from 0.401 to 0.664. With modified confirmatory factor analysis, the fit indices were chi-square/degree of freedom (CMIN/DF) = 2.285, the comparative fit index (CFI) = 0.947, and the tucker lewis index (TLI) was 0.938. And, the model fitting indexes were all in the acceptable range and confirmatory factor analysis indicated that the model fit the SDLI well.ConclusionThe Chinese version of SDLI has good validity and reliability among nursing students. It can be used to measure the SDL ability of nursing students in China.

The effect of blended task-oriented flipped classroom on the core competencies of undergraduate nursing students: a quasi-experimental study

BackgroundThe flipped classroom (FC) method is becoming increasingly popular in China's nursing education. It is an important breakthrough improvement in the quality of learning in nursing education reforms.PurposeThis study aimed to determine the effects of blended task-oriented flipped classroom (TFC) on nursing students undertaking the Fundamentals of Nursing course.MethodsA pre-and post-test quasi-experimental design was adopted. This study was conducted in the Autumn semester, 2021 academic year in a Chinese university. Using cluster sampling technique, this study enrolled second-year undergraduate nursing students from six classess who were studying Fundamentals of Nursing course. A blended TFC was developed and implemented with three classes (experimental group: n = 152). In-class traditional lectures were applied to the other three classes (control group: n = 151). The Self-Directed Learning Instrument, Problem-Solving Inventory, and California Critical Thinking Disposition Inventory were used to evaluate students’ learning outcomes, and final examinations were conducted at the end of after course. In addition, students in the flipped classroom group were required to answer five open-ended questions concerning their flipped classroom learning experiences.ResultsStudents in the experimental group showed significant improvement in academic performance compared to those in the control group (p = 0.001). Considering total scale and factors, students in the experimental grouped recorded significantly higher scores in self-directed learning ability, problem-solving skills, and critical thinking ability compared to those in the control group (p < 0.05). Furthermore, improved abilities and skills such as team cooperation, communication, presentation, identifying /solving clinical problems, and accountability were reported.ConclusionA blended TFC teaching approach positively impacted students' core competencies and improved learning outcomes in the Fundamentals of Nursing course.

The effectiveness of designing and evaluating i-STAR applications in pediatric nursing courses

To apply the App to the curriculum could improve students' motivation and concentration, and also strengthen the effectiveness of professional knowledge of nursing students. Objectives: To construct and evaluate the effectiveness of smartphone applications (i-STAR) in pediatric nursing courses. Methods: Quasi-experimental study and two-group repeated-measure design were used to evaluate the effectiveness of smartphone applications (i-STAR) in pediatric nursing courses. The “i” means “interactive”, students had to log into App and finish four steps, including “Situation(S), Task(T), Action(A), and Reflection(R). A total of 163 nursing students in the third grade of associate's degree in nursing (ADN) participated in the study. The experimental group consisted of 77 participants, whereas the control group consisted of 86 participants. The instruments included the clinical reasoning readiness scale (CRRS), self-directed learning instrument (SDLI), and learning satisfaction of students. The 1st phase was the development, construction, and testing of the “i-STAR App”, including hyperbilirubinemia, pneumonia, and urinary tract infection (UTI). In the 2nd phase, students operated and applied the App in the classroom. The 3rd phase was to evaluate the effectiveness of the “i-STAR App” in the course. Results: The average scores of CRRS and SDLI were not significantly different between the two groups in the T0 andT1 (p > .05). The experimental group of CRRS and SDLI were better than the control group in T0-T1, T1-T2, and T0-T2 (p < .001). The experimental group showed better CRRS and SDLI scores than the control group in T0-T1, and T0-T2 with Repeated measures ANOVA. Also, the experimental group showed prolonged learning effectiveness. The experimental group (41.22 ± 6.08) was more satisfied than the control group (37.29 ± 7.40) (p < .05), although their academic performance was about the same (p > .05). Conclusion: “i-STAR App” could enhance students' interest in pediatric nursing courses, strengthen nursing students' clinical reasoning and self-directed learning ability.

Enhancing Grade 10 Physical Sciences Teachers’ Self-Directedness in Implementing Blended Problem-Based Learning: Designing blended problem-based learning

The concept of self-directedness is a missing link in South African science classrooms, and as a result, science teachers are often not self-directed in employing innovative teaching and learning strategies such as blended problem-based learning (BPBL) that might enhance self-directed learning. Literature is replete with studies showing that science teachers in the United States, Indonesia, and South Africa, to name a few, lack the necessary technological skills to utilise simulations in the teaching and learning of Physical Sciences. This intervention-based explanatory mixed methods study was conducted in one of the nine education provinces of South Africa. Quantitative data were generated using a self-directed learning instrument (SDLI), the Physics Education Technology interactive simulations questionnaire, and a PBL questionnaire. Forty participants were sampled using both cluster and systematic random sampling techniques. Qualitative data were generated through a BPBL scenario, a reflective portfolio, and semi-structured interviews with two purposively selected participants. The quantitative data were analysed using descriptive and parametric statistics. The reflective portfolio was analysed using a performance standards scoring rubric adopted from Smith et al. (2001). The BPBL Scenario Evaluation Schedule and interviews were analysed using Saldaña’s (2013) code-to-theory analytical model. It was concluded that there was a significant difference in participants’ perceptions of PBL, self-directedness, and interactive simulations after attending a teacher professional development intervention (TPDI) and implementing BPBL. The findings show that the utilisation of interactive simulations and PBL in Physical Sciences classrooms were unknown to teachers – suggesting that teachers were not self-directed in implementing BPBL. This study presents a model for designing BPBL activities and an evaluation schedule for assessing those activities for self-directedness in educational practices.

Effectiveness of e-STORY App in clinical reasoning competency and self-directed learning among students in associate nursing program: A quasi experimental study

AimThe purpose of this study was to promote students’ clinical reasoning (CR) and self-directed learning (SDL). The specific aims were: (1) to examine effectiveness of the e-STORY App in promoting nursing students’ CR and SDL; and (2) to explore the relationships between levels of learning motivation and suitability of the e-STORY App. BackgroundCR and SDL are core competencies for nursing students. However, new graduates tend to be in adequately prepared in these competencies. Humanoid diagram uses diagrams to guide students in gaining a comprehensive view of the patient issues, which may promote attainment of these competencies. The Z generation students favor learning through smart devices for the feature of no time and spatial limitations. The e-STORY App was developed to overcome the setbacks of creating hard-copy drawings to promote learning effectiveness. DesignThis quasi-experimental study used two-group repeated measure design with a convenience sample. MethodsA total of 77 students from two sections of the “Seminar for Clinical Case Studies” course participated in the study (experimental group: 39 students; control group: 38 students). Data were collected before, one week after and four weeks after the teaching intervention. The instruments used were demographic information sheet, Huang et al.’s (in press) Clinical reasoning scale and Cheng et al. (2010) Self-directed learning instrument. ResultsThere were no significant differences in the CR and SDL scores between the experimental and control groups one week after the intervention (p＞.05). Analyses of the delay effects four weeks after the intervention found significantly higher CR scores in the experimental group than the control group (p < .05). However, there were no significant differences in the SDL scores between groups (p＞.05). Analysis of the findings from the experimental group found that students with moderate and low learning motivation showed significantly higher CR scores on the posttest and follow-up test (p < .05). ConclusionsApplication of the e-STORY App as a supplementary teaching strategy promoted nursing students’ CR ability, especially in students with moderate or low learning motivation. It is recommended to use the App in students with moderate or low learning motivation to promote learning effectiveness.

Self-directed learning with a modified team-based strategy: A quasi-experimental study

Background and objective: Physical assessment skills are not effectively put into practice for nursing students, requiring an improvement in pre-registration programs and planning more tailored training courses for them. More flexibility in teaching methods can thus contribute to self-directed learning. The purpose of this study is to identify the effects of team-based learning when combined with an online teaching platform on self-directed learning compared to inquiry-based learning for junior college nursing students.Methods: In this quasi-experimental study, 103 students completely participated in the Self-directed Learning Instrument test before and after the course. Collected data were analysed using independent t-test and ANCOVA with the statistical package SPSS 21.0 for Windows. Qualitative focus group interviews were conducted after the survey with 14 participants.Results: Compared to the control group, the adjusted mean post-test score for self-directed learning ability was significantly higher in the intervention group. Students also reported that they were quite engaged in completing assignments and team learning activities in classroom, specifically for the group test.Conclusions: The modified team-based learning strategy was useful at engaging students to improve self-directed learning and to satisfy them. Educators are encouraged to integrate online response system technology into their classroom activities.

Comparison of team-based learning vs. lecture-based teaching with small group discussion in a master's degree in nursing education course

BackgroundThe high student-to-faculty ratio is an obstacle in the reform of teaching methods in master's programmes of nursing education in China. Though Kim's study showed that team-based learning (TBL) can be implemented in high student-to-faculty ratio classes, it is still a challenge for students accustomed to the traditional didactic lecture (TDL) teaching method, and the lack of an inclusive design model has restricted the effective application of TBL. ObjectiveTo compare the effect of TBL on postgraduate nursing students with lecture-based teaching with small group discussion (LBTWSGD) and to clarify key factors to promote the effective application of TBL. MethodsA quasi-experimental study design. We selected 27 unbiased participants in the applied LBTWSGD group and 48 participants in the applied TBL group and conducted questionnaire surveys at the last day of the course which lasted for 10 weeks. Students' self-directed learning ability was assessed by the Self-Directed Learning Instrument (SDLI), classroom engagement was assessed by the Self-Report of Engagement Measure (SREM), and students' evaluation of the teaching experience was assessed by the Student Evaluation of Teaching and Units (SETU). A difference analysis between the two groups was performed by the SETU. The mean and standard deviation of each tool were calculated and compared between the two groups. ResultsThe study determined that compared to LBTWSGD, TBL significantly improved students' self-directed learning (p < 0.01) and classroom engagement (p < 0.05). The scores for 6 of 9 items in the SETU were significantly higher in the TBL group than in the LBTWSGD group. ConclusionsThe TBL teaching method can effectively improve nursing students' self-learning ability and classroom engagement through effective teacher feedback, discussion, and communication. The same clear and definite reading assignments in TBL can help students obtain effective teacher feedback and form effective discussions and communication.