Factors associated with self-directed learning among undergraduate nursing students : A systematic review
Copyright © 2021 Elsevier Ltd. All rights reserved..
BACKGROUND: Self-directed learning (SDL) is encouraged in professional education because it nurtures students' self-motivation and promotes accountability to their own learning. SDL is crucial to fostering collaborative skills for multi-disciplinary practice in today's healthcare settings.
OBJECTIVE: To identify factors associated with SDL ability among undergraduate nursing students.
DESIGN: A systematic review was conducted.
METHODS: The PICO (population, intervention, comparison and outcomes) strategy was used as a guide. Searches were done of studies published between May 2010 and April 2020 via MEDLINE, CINAHL, and EMBASE, as well as print. Screening, selection, and data extraction were performed by two independent reviewers. All discrepancies were resolved through discussion or by consulting a third reviewer.
RESULT: A total of 18 of 1576 articles were selected based on the PRISMA process. The methodological quality of all included studies was mostly moderate. Factors associated with SDL were identified from both quantitative and qualitative evidence. Upon the integration of all evidence, the results showed that SDL is developed with the interaction environmental influence (types of study programmes, study years, and teaching-learning strategies) and personal influence [personal characteristics (age and gender) and learning attributes (problem-solving ability, self-efficacy, learning attitude and learning interest). Strategies employing individual study and small group learning with adequate support by educators exert a great deal of positive effect on SDL improvement.
CONCLUSION: All identified factors improve students' SDL. The results of the review revealed SDL development with the interaction of environmental/situation influence and personal influence. Nurse educators should be more aware of the effects of these factors on SDL development during different stages of study. Strategies with independent learning and small group learning are effective to enhance students' learning attributes. Importantly, continuous support and guidance provided by educators is crucial to achieve students' SDL enhancement for lifelong learning during study.
| Medienart: |
E-Artikel |
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| Erscheinungsjahr: |
2021 |
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| Erschienen: |
2021 |
| Enthalten in: |
Zur Gesamtaufnahme - volume:104 |
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| Enthalten in: |
Nurse education today - 104(2021) vom: 15. Sept., Seite 104998 |
| Sprache: |
Englisch |
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| Beteiligte Personen: |
Wong, Florence Mei Fung [VerfasserIn] |
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| Links: |
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| Themen: |
Associated factors |
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| Anmerkungen: |
Date Completed 27.07.2021 Date Revised 27.07.2021 published: Print-Electronic Citation Status MEDLINE |
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| doi: |
10.1016/j.nedt.2021.104998 |
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| funding: |
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| Förderinstitution / Projekttitel: |
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NLM326871225 |
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| 500 | |a Date Revised 27.07.2021 | ||
| 500 | |a published: Print-Electronic | ||
| 500 | |a Citation Status MEDLINE | ||
| 520 | |a Copyright © 2021 Elsevier Ltd. All rights reserved. | ||
| 520 | |a BACKGROUND: Self-directed learning (SDL) is encouraged in professional education because it nurtures students' self-motivation and promotes accountability to their own learning. SDL is crucial to fostering collaborative skills for multi-disciplinary practice in today's healthcare settings | ||
| 520 | |a OBJECTIVE: To identify factors associated with SDL ability among undergraduate nursing students | ||
| 520 | |a DESIGN: A systematic review was conducted | ||
| 520 | |a METHODS: The PICO (population, intervention, comparison and outcomes) strategy was used as a guide. Searches were done of studies published between May 2010 and April 2020 via MEDLINE, CINAHL, and EMBASE, as well as print. Screening, selection, and data extraction were performed by two independent reviewers. All discrepancies were resolved through discussion or by consulting a third reviewer | ||
| 520 | |a RESULT: A total of 18 of 1576 articles were selected based on the PRISMA process. The methodological quality of all included studies was mostly moderate. Factors associated with SDL were identified from both quantitative and qualitative evidence. Upon the integration of all evidence, the results showed that SDL is developed with the interaction environmental influence (types of study programmes, study years, and teaching-learning strategies) and personal influence [personal characteristics (age and gender) and learning attributes (problem-solving ability, self-efficacy, learning attitude and learning interest). Strategies employing individual study and small group learning with adequate support by educators exert a great deal of positive effect on SDL improvement | ||
| 520 | |a CONCLUSION: All identified factors improve students' SDL. The results of the review revealed SDL development with the interaction of environmental/situation influence and personal influence. Nurse educators should be more aware of the effects of these factors on SDL development during different stages of study. Strategies with independent learning and small group learning are effective to enhance students' learning attributes. Importantly, continuous support and guidance provided by educators is crucial to achieve students' SDL enhancement for lifelong learning during study | ||
| 650 | 4 | |a Journal Article | |
| 650 | 4 | |a Review | |
| 650 | 4 | |a Systematic Review | |
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| 650 | 4 | |a Nursing students | |
| 650 | 4 | |a Self-directed learning | |
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| 700 | 1 | |a Cheng, Winnie Lai Sheung |e verfasserin |4 aut | |
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