• Gülseren Kocaman, Aklime Dicle, and Aysen Ugur.
• Dokuz Eylül Universitesi School of Nursing, Isparta, Turkey. gulseren.kocaman@deu.edu.tr
• J Nurs Educ. 2009 May 1; 48 (5): 286-90.

AbstractSelf-directed learning is an important outcome of nursing education. Although problem-based learning is believed to facilitate self-directed learning, previous studies have reported conflicting results. This longitudinal survey explored the perceived changes in self-directed learning for 4 years in a baccalaureate nursing education program with an integrated problem-based learning curriculum. Fifty of 59 students (response rate, 85%) completed the Self-Directed Learning Readiness Scale at five different time points: at the beginning of each academic year and at program completion. Scores were significantly lower during the first academic year compared with other years, and fourth-year scores were significantly higher than in previous years. Scores on the three subscales (i.e., self-management, desire for learning, and self-control) increased significantly during the 4 years of the program. These findings support self-directed learning as a maturational process. Implications for nursing faculty and curriculum development are discussed.

12 keywords...

hide…