Self-directed Learning Program Research Articles

Effectiveness of Using a Self-Directed Learning Program to Teach Physical Examination and Health Assessment Skills: A Quasi-Experimental Study.

Conducting health assessments and physical examinations are essential skills for independent practice. Exploring how to teach these skills effectively is essential. This study was designed to validate the effectiveness of a self-directed learning program in improving nursing student outcomes in terms of their learning health assessment and physical examination skills. A quasi-experimental design was used, and second-year nursing students enrolled in a health assessment and physical examination course at a university of science and technology in central Taiwan were recruited using purposive sampling. Both the control and experimental groups were taught using a traditional teaching method. The experimental group additionally participated in a self-directed learning program. Structured questionnaires, including the Chinese version of the Self-Directed Learning Readiness Scale, Scales of Motivation and Learning Strategies, Interpersonal Skills Assessment Tool, the Course Satisfaction Evaluation Scale, and the Perception of Health Assessment and Physical Examination Competence Scale, were used to collect data at three time points. After controlling for the effects of pretest scores, after the intervention, the experimental group achieved significantly higher scores than the control group for self-directed learning (creative learning and love of learning), learning motivation (goal orientation, work value, expected success, and test anxiety), and cognitive strategies (total score, elaboration strategy, recitation strategy, and monitoring strategy). In addition, the health assessment exercise improved interpersonal and communication skills, and learning satisfaction was significantly higher in the experimental group than the control group. A physical examination and health assessment course designed using the self-directed learning framework can effectively improve student competence in related skills to enhance their ability to assess patient health problems in clinical settings. This study presents an alternative approach to teaching health assessment and physical examination courses and validates the positive effect of this approach on student learning outcomes.

Evaluation of Effectiveness of an Online Selfdirected Learning Programme in Biochemistry for First Year Medical Undergraduate Students: A Quasi-experimental Study

Introduction: Self-directed Learning (SDL) has been suggested as a principle of adult learning to promote lifelong learning abilities among students. Though SDL is not a new concept, there is a lack of uniform implementation across the institutions in India. The Competency-based Medical Education (CBME) proposed by the National Medical Commission in 2019 has emphasised SDL for medical students. Aim: To evaluate the effectiveness of an online, case-based SDL activity in Biochemistry for the first-year MBBS students. Materials and Methods: This was a quasi-experimental study conducted at Father Muller Medical College, Mangaluru, Karnataka, India from May to July 2021. A purposive sampling technique was used, and 138 first-year MBBS students were enrolled for the research. The topic of lipid metabolism was chosen for SDL. Parallel to the online didactic lectures, a casebased, team-based, online SDL was implemented. Students were provided with case scenarios and were instructed to discuss the case scenarios and find answers to the accompanying questions in allotted groups for 15 days. A three-hour session was held for the presentation of the SDL, followed by a posttest and reflections of students. The data were analysed using Statistical Package for Social Sciences (SPSS) version 25.0. The significance of the difference in pretest and post-test scores was assessed by paired t-test, and the level of significance was set at a p-value <0.05. Qualitative data were subjected to descriptive statistics, and thematic analysis of reflections was conducted. Results: The average post-test score of the participants was significantly higher by 99.3% compared to the pretest score (p-value <0.001). On average, 108 out of 138 (78.2%) agreed (agree/strongly agree) that SDL helped them to achieve the learning objectives,115 (83.3%) agreed that SDL helped them to develop as lifelong learners, 115 (83.3%) agreed that SDL helped them to develop as a health professional, and 83 (60.1%) agreed that enjoyed learning in online mode. The inclination of 110 (79.7%) students to have more SDL sessions in the future shows a behavioural change in favour of SDL. Time constraints and internet connectivity were the main challenges. Conclusion: SDL was effective and was received positively by the majority of the students. It is the need of the hour to develop lifelong learning and critical thinking among medical students and to make learning interesting with the use of case scenarios. Future research should assess the intermediate and long-term outcomes of case-based SDL on learning, behavioural changes, and its impact on patient care and the health of society

Flexibility as a double-edged sword? Language learner autonomy in a blended self-directed learning program beyond the classroom

This study proposed and implemented a blended self-directed learning program for English-as-a-Foreign-Language (EFL) college students beyond the classroom. Adopting a case study-mixed methods design, the study aimed to investigate (1) learners’ engagement in the program, (2) the effects of the program, and (3) learners’ perceptions of the affective, resource, and capacity supports offered by the program. Thirty-six students voluntarily participated in a 12-week self-directed listening program, which offered both in-person and online learning resources along with mechanisms designed to support students’ self-regulated learning outside of the classroom. Data collection included (1) TOEFL listening pre- and post-test scores, (2) Metacognitive Awareness Listening Questionnaire (MALQ) pre- and post-test scores, (3) an English learning motivation questionnaire, (4) learning diaries, (5) activity participation records, (6) an end-of-program questionnaire, and (7) end-of-program interviews. The findings showed that participants perceived learning flexibility within the program as both a pivotal strength and a notable weakness. The participants, who generally demonstrated reactive autonomy, actually depended on and expected various forms of external regulation to sustain their learning motivation. Also, the highly engaged learners had more growth in metacognitive awareness of listening than did less engaged ones. By engaging in self-directed learning, learners actively exercised their agency to (re)construct their personal language learning ecologies, a process that was found to require teacher guidance.

Emerging Strategies for Developing Highly Engaging Dementia Care Intervention for Paid Care Workers in Long‐Term Care (LTC) Settings

AbstractBackgroundThere is widespread agreement about the need for strengthening the dementia‐capable workforce to increase the accessibility of online dementia care training programs for paid care workers (PCW) in LTC. Through three NIH‐funded research projects, we are forming an approach to the development of digital dementia training interventions based on two main strategies: a) improving ‘engage‐ability’ by using an engagement design centering on the concepts of motivation (key needs of the user), satisfaction (positive experience with the intervention), and interactivity (connection from one session to another); and b) integrating domain‐specific employee training with a generic employee wellness program.MethodStudy 1 evaluates a self‐directed learning (SDL) digital dementia care training intervention to increase ‘engage‐ability’ by addressing PCWs’ needs for improved knowledge and competence for caregiving while maintaining a sense of control in the learning process (motivation); by enhancing the ease of use through scenario‐based audiovisual modules (satisfaction); and, by using post‐session quizzes and pre‐session reminder messages (interactivity). Study 2 developed a worksite digital health risk assessment combined with a wellness improvement program that enabled a workplace counselor to deliver health education materials to increase healthy lifestyle behaviors in preretirement adult workers aged 55 and above. Study 3 combines the SDL dementia care training with the wellness program for PCWs in LTC settings in order to achieve high ‘engage‐ability’ and acceptability of the intervention.ResultA pre‐post evaluation of the SDL program (Study 1) revealed a significant reduction in stress and improved self‐efficacy in providing dementia care among PCWs (Study 1). Formative research demonstrated moderate usability and acceptability from the pre‐retirement workers who participated in Study 2. In Study 3, focus groups with PCWs and managers from LTC organizations showed high endorsement of integrated dementia care training and wellness programs with organizational support for the delivery of the training intervention for PCWs in LTC settings.ConclusionA successful digital training program for PCWs providing dementia care in LTC systems requires an integration of dementia‐specific training and the tools for wellness critical for supporting PCWs’ overall well‐being while securing support from the LTC organizations for PCW participation in the program.

Development of a self-directed workplace learning program to enhance cultural competence for the registered nurses from the international hospitals in Thailand

Thailand is now a medical center in Asia. There has been an increase in the number of foreign patients receiving medical services in Thailand. The employees in the healthcare industry, like the registered nurse, are the center of the relationship with that service. The vital learning promotion course for these registered nurses dealing with patients of various nationalities is cultural competence promotion. With the nature of the learning style of the registered nurse, they need more flexibility and respond to their learning nature. Ultimately, the enhancement of cultural competency learning still needs to be achieved. Therefore, this research study aimed to 1) develop a self-directed learning program in the workplace to promote cultural competence for registered nurses in international hospitals and 2) study the effect of implementing a self-directed workplace learning program to promote cultural competency. The researcher adopted a Research and Development methodology divided into two phases. The first phase is to develop a self-directed workplace learning program to enhance cultural competency. The second phase is to study the effect of implementing a self-directed learning program. The findings revealed that: 1) a draft of a self-directed workplace learning program to enhance cultural competence consisting of concepts and principles, the primary goal of the program, the guideline for promoting cultural competence learning based on the idea of self-directed workplace learning, the learning program, the learning facilitators of the program, the learning spaces are locations or areas within an organization, the international hospital's networks and the learning resources include information sources from diverse places. Plus, 2) registered nurses had better levels of cultural competency learning in attitudes, knowledge, and skills than before participating in the program trial and had improved scores in all areas.

The Application of Self-directed Learning in the Local Level Workplace

The knowledge economy has made the half-life of information shorter and shorter. People need to commit to lifelong learning in the workplace in order to cope with changing professional requirements. However, corporate training in China currently suffers from a low return on investment, unsatisfactory training outcomes, limited duration and poor coverage. To improve this, the purpose of this study is to investigate the implementation of self-directed learning (SDL) in the Chinese workplace, following an interpretivist research paradigm with qualitative methods, including interviews of company managers and staff. A Chinese company was used as the research subject and the article’s three main points can assist similar companies make decisions on SDL. The three central contributions of the article are showing how to develop an SDL system in the workplace from the perspective of an organization; showing an elemental model of SDL in the workplace from the perspective of learning theory; and discussing an operational model of SDL program development in the workplace from the perspective of training managers. SDL should consider educational, psychological and sociological perspectives, but this article lacks a sociological perspective, leaving space for future research. Keywords: Self-directed learning (SDL), Workplace learning, Training and development, Local governance and management.

The i-ACT\u2122 in Obesity educational intervention: a pilot study on improving Canadian family physician care in obesity medicine

BackgroundObesity is a chronic problem in Canada and although the Canadian Medical Association recognizes obesity as a disease, health care professionals (HCPs) are not necessarily proactively managing it as one. This study aimed to assess current obesity management knowledge and practices of Canadian family physicians (FPs) and evaluate the feasibility of an online self-directed learning platform, i-ACT™ in Obesity, in delivering learning and changing practice intentions to advance obesity management.Methodsi-ACT™ in Obesity is an online self-directed learning program designed by Canadian obesity medicine experts to provide individualized learning curricula to participants. One hundred FPs, with an interest in weight management and managing patients with obesity, were recruited across Canada to participate in a pilot study. FP education was delivered in a stepwise manner. Each participant completed a practice profile assessment to determine knowledge gaps and educational needs. Learners then watched didactic videos across disciplines on topics assigned to their curriculum by the program algorithm based on the relative difference between indicated and desired current knowledge. FPs also completed 10 retrospective patient assessments to assess clinical management practices and planned behaviour change. Feasibility, acceptability, and satisfaction of the learning program were assessed to formulate the rationale for a more widespread deployment in the future. Survey responses and related data were analyzed using comparative measures and descriptive statistics.ResultsThe program was piloted by ninety-one Canadian FPs, where 900 patients were assessed. FPs showed distinct differences between their current and desired levels of comfort in a variety of obesity-related topics. Participation was associated with an intention to use more obesity treatment interventions moving forward. The program received an overall satisfaction rating of 8.6 out of 10 and 100% of the evaluators indicated that they would recommend it to their colleagues.ConclusionThe program was overall well received and successfully changed obesity management intentions among participating FPs, thus setting the stage for a larger more comprehensive study to examine the efficacy of i-ACT™ in Obesity in addressing knowledge gaps and advancing evidence-based, guidelines-aligned approach to obesity treatment.

STAR Caregivers: Virtual Training and Followup: Implementation

STAR Caregivers is an evidence-based intervention designed to reduce caregiver burden for caregivers of people living with dementia. This study translated the paper-based, face-to-face intervention into a 6-session, self-directed online learning program supported by 6, 30-minute telephone calls with a clinically trained coach. Our approach is designed to overcome issues of access to training. Eligible caregiver-patient dyads at Kaiser Permanente Washington were identified automatically via electronic health records. Qualitative interviews were conducted with a sample of patients to elicit information about their needs and preferences for training. We developed a “learning management system” (analogous to compliance training modules) complete with slides, voice-over narration, and testing. The training sessions are mounted on the KP Learn site and accessible to anyone. Baseline and outcomes data on standardized instruments are collected remotely via REDCap. Recruitment for the study is ongoing and initial participant feedback on the program is very positive.

Alzheimer’s Disease Research and Outreach in the New Normal: Transitioning to the Virtual World

Following disruptions to research, clinical trials, and support for individuals with Alzheimer’s disease and related dementias (ADRD), 2020 taught us important lessons about the need for creativity, flexibility, and resourcefulness during an urgent and global public health crisis. The COVID-19 pandemic showed that we have knowledge and technology that can be rapidly implemented, adopted, and utilized by many sectors to allow the continued care and research of our older adult population with ADRD. Thus, this symposium will address virtual methods that are transforming ADRD research and support. First, Dr. Rhodus will discuss the implementation of online assessments in clinical trials at an Alzheimer’s Disease Research Center and the effects of sociodemographic disparities in online accessibility. Next, Dr. Bazzano will describe methods of remote collection of brain health data through tablets, smartphones, and wearables in the Bogalusa Heart Study. Then, Dr. Andersen will report on the transition from in-person to virtual assessments of cognitive and physical function in centenarian studies and address strategies for inclusivity of individuals with limited technology experience. Next, Dr. Fazio will introduce Project VITAL which aims to impact social isolation by increasing accessibility to virtual education and support for care community staff, family caregivers, and individuals with dementia. Finally, Dr. Penfold will report on the translation of a paper-based, face-to-face intervention for reducing caregiver burden into a self-directed online learning program. Overall, these presentations highlight successes and challenges in incorporating virtual-based methods to maintain engagement with participants, individuals with ADRD, and caregivers during the pandemic and beyond.

Mediating effects of self-directed learning on the relationship between critical thinking and problem-solving in student nurses attending online classes: A cross-sectional descriptive study

BackgroundWith the increased prevalence of online education due to the coronavirus 2019 pandemic and advancements in information technology, essential competencies, such as critical thinking, self-directed learning, and problem-solving ability, should be examined among student nurses taking online classes. ObjectivesBased on the findings of several studies suggesting that critical thinking does not affect problem-solving, this study aimed to examine the relationship among critical thinking, self-directed learning, and problem-solving in student nurses attending online classes, and to determine whether self-directed learning could mediate the relationship between critical thinking and problem-solving. DesignCross-sectional, descriptive design. SettingK University in South Korea. ParticipantsIn total, 138 junior and senior nursing students were enrolled. MethodsThe critical thinking disposition scale for nursing students, self-directed learning scale, and problem-solving scale for college students were used to quantify participants' responses. ResultsOur results revealed significant positive correlations among critical thinking, self-directed learning, and problem-solving. Furthermore, self-directed learning (β = 0.78, p < 0.001) had a significant mediating effect on the relationship between critical thinking and problem-solving ability (Z = 5.10, p < 0.001). ConclusionDeveloping and implementing appropriate self-directed learning programs are critical for improving problem-solving ability affected by critical thinking among student nurses engaged in online education.

The NRP 8th Edition: Innovation in Education.

The American Academy of Pediatrics/American Heart Association Neonatal Resuscitation Program® (NRP®) 8th-Edition materials were released in June 2021 and must be in use by January 1, 2022. Ongoing international review and consensus of resuscitation science since 2015 has yielded no major changes in practice. However, the NRP Steering Committee revised several practices in the interest of patient safety and educational efficiency. The NRP 8th Edition offers NRP Essentials and NRP Advanced levels of learning and 2 recommended Provider Course formats. In most hospitals, NRP Essentials and NRP Advanced will be taught using instructor-led Provider Courses. Resuscitation Quality Improvement® (RQI® for NRP®), a self-directed learning program that uses low-dose, high-frequency quarterly learning and skills sessions, may be used in hospitals that already use RQI for life support education.

The development and testing of a co-designed distance learning programme to improve the knowledge of trained auxiliary nurse midwives in normal midwifery practice in central India.

In the Indian State of Madhya Pradesh maternal health is poor, and women's social status is low. For some women, autonomy and decision-making within the family is limited as they seek medical treatment through their husband or father-in-law. The then state government identified a need to strengthen midwifery care given by auxiliary nurse midwives to improve maternal and neonatal health.>. This cross-cultural, two phase study was designed in partnership with an Indian non-governmental organisation, utilising Elliot's action research model within the paradigm of critical theory. Phase 1 investigated the then current situation and established a potential solution to strengthening midwifery practice within Madhya Pradesh. This comprised an educational approach using a specifically designed self-directed distance learning programme focussing on normal pregnancy and childbirth. The distance learning programme was a hard copy workbook supported by a multimedia resource informed by the Rowntree and Analysis Design Development Implementation Evaluation models of educational material development. Phase 2 involved the use and evaluation of the distance learning programme with an initial primary group sample of 28 comprising auxiliary nurse midwives (22), lady health visitors (4) and staff nurses (2) in Madhya Pradesh. Fourteen auxiliary nurse midwife participants completed knowledge tests using a pre- and post-programme multiple choice question paper. This primary group negotiated a 3-day workshop to cover identified gaps within their original 12-week study period. Nineteen additional auxiliary nurse midwife participants joined this workshop (group 2). The multiple choice question test results indicated that the first group had poor knowledge of the normal process of pregnancy and childbirth. After the workshop, they marginally improved their personal performance scores. The second group demonstrated greater change, which suggests that coupling self-directed guided study material with an enabling, face-to-face environment can be successful. Distance learning among auxiliary nurse midwives in central India may be enhanced when accompanied by face-to-face workshops. Partnership working - at organisational, team and individual levels, was a crucial, and empowering, component of this cross-cultural action research study. Both points have relevance for others undertaking similar studies.

Efficacy of a Multimodal Online Lifestyle Intervention for Depressive Symptoms and Quality of Life in Individuals With a History of Major Depressive Disorder.

BackgroundMajor depressive disorder (MDD) is a complex bio-psycho-social syndrome that affects millions of individuals and is one of the leading causes of impaired quality of life (QOL). In addition to the symptoms of depression and low mood, many individuals with MDD also suffer from isolation without the sense of a supportive, surrounding community. Given the challenges of treating individuals with MDD, social isolation and a lack of communal connection, this randomized controlled trial was designed to determine the efficacy of a multimodal, online and community-based lifestyle intervention for improving depressive symptoms and QOL in individuals with a history of MDD.Materials and methodsThe study enrolled 71 female or male participants between the ages of 20 and 64 with a self-reported BMI between 18.4 and 34.9 kg/m2 and a history of MDD. Individuals were randomized to either participate in a 44-day multimodal, online, community-based lifestyle intervention or placed on a wait list where they would complete the intervention at a later date. The multimodal intervention involved a self-directed learning program where individuals were guided to make lifestyle changes including adopting a whole-foods diet, increasing movement, and adopting stress management and mindfulness practices. All participants completed the 36-Item Short Form Health Survey (SF-36), the Cleveland Clinic Center for Functional Medicine's Medical Symptoms Questionnaire (MSQ), and the Patient Health Questionnaire-9 (PHQ-9) before and after the online program to assess health-related QOL, overall symptom burden, and depressive symptom burden, respectively. ResultsA total of 37 participants were randomized to participate in the multimodal intervention with 26 completing all three study questionnaires at both study time points; 34 participants were randomized to the wait list control group with 27 completing all three study questionnaires at both study time points. There were no clinically or statistically significant differences between the control group or the intervention group at baseline. The control group showed no clinically nor statistically significant changes in the MSQ, PHQ-9 or any of the eight subdomains of the SF-36 from the beginning to the end of the 10-week study period. When compared to the control group, the intervention group showed statistically and clinically significant improvements in median (M) scores of the SF-36 subdomains of vitality and mental health, and clinically but not statistically significant improvements in the subdomain of emotional role functioning. There were additional statistically and clinically significant improvements in the mean score of the MSQ and M scores of the PHQ-9 (treatment pre-intervention M = 10.5, inter-quartile range [IQR] = 14, to treatment post-intervention M = 5, IQR = 8.25; control pre-intervention M = 15, IQR = 8, to control post-intervention M = 13.5, IQR = 12.5).Conclusions Our randomized controlled study provides evidence for the role of a multimodal, online and community-based lifestyle intervention to improve depressive symptoms, QOL, and total symptom burden in individuals with a history of MDD. Given the growing challenges of effectively supporting individuals suffering with MDD, it appears critical to further explore the utilization of novel, multimodal and self-directed lifestyle interventions.

Prediscussion and Postdiscussion Assessment Scores in a Self-directed learning module implemented in the department of biochemistry: A comparative study

Background: Self-directed learning (SDL) is an important tool for transforming medical students into lifelong learners so that they are competent to identify their learning needs, allocate resources, and evaluate the learning process throughout their career. Recently, the Medical Council of India has introduced SDL as an essential component of the competency-based medical education curriculum and has allocated fixed hours for SDL in all undergraduate MBBS students. Regarding the role of facilitators in SDL program, there are controversial reports and there are even studies which have shown that the role of a facilitator is not important. Aim: The proposed study aimed to assess students' performance before and after discussion in an SDL module in small-group teaching–learning method and compare the performance scores. Methodology: A total of 117 students responded and were included in the study. Batch A had 59 students and Batch B had 58 students. The topic selected for the SDL module was “Heme degradation and Jaundice.” The module was conducted over two contact sessions, Session 1 and Session 2, which were conducted 5 days apart. The prediscussion and postdiscussion assessment questionnaire was also prepared. Session 1 was conducted during a 1-h SDL slot. A gap of 4 days was given to students for doing self-study and to learn the topic. The prediscussion questionnaire consisting of five multiple-choice questions related to the topic was shared with the students a day before the second contact session. Session 2 was conducted during the 2-h tutorial slot (over 2 consecutive days for two batches of the class, Batch A and Batch B, respectively). Fishbowl method of small-group teaching–learning was done followed by postdiscussion questionnaire. Results: The questionnaire was analyzed, and it was observed that the overall mean performance of students improved considerably (78.3%–87.7%) in the questions related to core concept (Q1, Q2, and Q3). Similarly, in the questions related to clinical aspects of the topic, the mean performance of students showed considerable improvement from prediscussion to postdiscussion assessment (86%–93.5%). Conclusion: We conclude that the SDL module should be meticulously planned keeping in mind the topic selected and the availability of infrastructure and workforce. Peer discussion is a very important aspect of the SDL module, and it shows improvement in learning outcomes in an SDL module.

Effectiveness of PBL-based Self-directed Learning Program Using Film and Writing

Effectiveness of PBL-based Self-directed Learning Program Using Film and Writing

The Structural Relationship among Self-Directed Learning, College Life Satisfaction and Academic Self-Efficacy of S University Students: Multi-Group Analysis According to Frequency of Participation in Self-Directed Learning Programs of Center for Teaching and Learning

The Structural Relationship among Self-Directed Learning, College Life Satisfaction and Academic Self-Efficacy of S University Students: Multi-Group Analysis According to Frequency of Participation in Self-Directed Learning Programs of Center for Teaching and Learning

Effectiveness of a self-directed learning program using blended coaching among nursing students in clinical practice: a quasi-experimental research design

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.

Contrasting staff and student views on alcohol education provision in a UK university

Alcohol education and awareness aims to teach individuals the risks of excess consumption. It is common in UK universities, despite limited evidence of success with student cohorts. This research explored the development and delivery of such alcohol activities at one UK university. In-depth, one-to-one interviews were carried out with non-academic staff and with first-year students. These aimed to understand the development of alcohol awareness messages and staff involvement in delivery, as well as exploring student responses to key alcohol educational activities. Results indicate that alcohol is a normalized aspect of UK student identity and is accepted as such by students and staff. Despite this, there is a widely held view that the university has a responsibility to provide alcohol education and awareness, which forms the basis of current practice on campus. This reflects perception of education interventions as non-coercive and acceptable within the staff–student relationship, with limited support for more interventionist approaches with a group engaging in a legal behavior with strong cultural associations. However, staff approval of education as appropriate for this audience is contradicted by students, who reject these same approaches as reminiscent of school, instead favoring self-directed learning or peer-led programs.

Barriers and Facilitators to Self-Directed Learning in Continuing Professional Development for Physicians in Canada: A Scoping Review.

This scoping review explored the barriers and facilitators that influence engagement in and implementation of self-directed learning (SDL) in continuing professional development (CPD) for physicians in Canada. This review followed the six-stage scoping review framework of Arksey and O'Malley and of Daudt et al. In 2015, the authors searched eight online databases for English-language Canadian articles published January 2005-December 2015. To chart and analyze data from the 17 included studies, they employed a two-step analysis process composed of conventional content analysis followed by directed coding applying the Theoretical Domains Framework (TDF). Conventional content analysis generated five categories of barriers and facilitators: individual, program, technological, environmental, and workplace/organizational. Directed coding guided by the TDF allowed analysis of barriers and facilitators to behavior change according to two key groups: physicians engaging in SDL, and SDL developers designing and implementing SDL programs. Of the 318 total barriers and facilitators coded, 290 (91.2%) were coded for physicians and 28 (8.8%) for SDL developers. The majority (209; 65.7%) were coded in four key TDF domains: environmental context and resources, social influences, beliefs about consequences, and behavioral regulation. This scoping review identified five categories of barriers and facilitators in the literature and four key TDF domains where most factors related to behavior change of physicians and SDL developers regarding SDL programs in CPD were coded. There was a significant gap in the literature about factors that may contribute to SDL developers' capacity to design and implement SDL programs in CPD.

Novice clinical nurse educator’s experience of a self-directed learning, education and mentoring program: a qualitative study

Background: Transition from a registered nurse to a clinical nurse educator (CNE) poses several challenges. Providing professional development opportunities to ease the transition from a registered nurse to a CNE is considered critical to a successful career and to effectively teach. A self-directed educational program and mentoring (SEM) program was designed and implemented to support nurse’s transition from a novice to a confident CNE.Aims: The aim of this study was to explore novice CNE’s experience of learning and being mentored.Design: Qualitative methodology was undertaken to conduct focus groups.Methods: All CNEs who completed the SEM program were invited to participate in the study. Willing participants provided informed consent to complete an in-depth semi-structured focus group and to record the focus group interview. Focus groups were facilitated by an independent researcher. A second researcher attended the focus groups to collect detailed notes. Data were transcribed verbatim and participants were de-identified. Simple thematic analyses were undertaken.Results: A total of 11 (58%) CNEs participated in the focus groups. Overall participants described their experience of the SEM program as positive. Three themes were identified: (1) perceived transformation of CNE practice, (2) beneficial relationships and (3) feeling connected. Mentoring relationships for some participants have continued beyond the self-directed learning, education and mentoring program. Barriers to the mentoring program included a theme of lack of time, role ambiguity and insufficient face to face education.Conclusions: Study findings highlight the benefits of providing professional development opportunities and mentoring programs for novice CNEs. Programs, such as the SEM enable transformation of a novice educator’s practice, and the consolidation of new knowledge, skills and confidence to effectively educate less experienced nurses.