First year learner nurses' perceptions on self-directed learning during clinical activities in the skills laboratory
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Date
2013
Authors
Journal Title
Journal ISSN
Volume Title
Publisher
University of the Western Cape
Abstract
Self-directed learning (SDL) has become a focus in the past years due to the increase in the complexity and changes in the nursing profession development. Employing SDL methodologies has been advantageous to the learner nurses. since these methodologies are associated with moderate improvement in the knowledge and effective improvement in the affective and psychomotor domains. Despite the efforts to expose students to SDL, the challenge remains the lack of students' commitment to SDL during clinical activities in the skills laboratory. This lack of commitment may result from students' perceptions of SDL. Therefore, this study seeks to explore and describe the perceptions of first year learner nurses about self-directed learning activities in a skills laboratory at a school of nursing in the Western Cape. An exploratory descriptive quantitative design was used to answer the research question. All the first year learner nurses (N:336) pursuing a 4-year bachelor nursing degree served as the target population and a sample of 168 respondents was selected by simple random sampling. A sell--administered 5-point Likert scale questionnaire with an additional four open-ended questions was used to collect data for the study. Data was analysed by using the package for the social sciences (SPSS) Version 2l software. Descriptive statistics were used to present frequencies, mean values. standard deviations, and the results were illustrated by means of tables. The Spearman correlation coefficient indicated the correlations between the 4 domains.
Description
Magister Curationis - MCur
Keywords
Self-directed learning, Independent practice, Learner nurse, Perceptions, Skills laboratory, Clinical activities, Andragogy