Back ground: Teaching-learning contributes to the development of professional values, attitudes and behavior through a partnership of accountability between teacher and learner. Objective: To determine self-directed in learning among undergraduate nursing students’ in School of Nursing and Midwifery, Tehran University of Medical Sciences, Tehran, Iran. Method: A cross sectional descriptive study was conducted from Jan, 2013 up to March, 2014 at school of nursing and midwifery of Tehran University of Medical Sciences, Tehran, Iran. A total of 232 undergraduate nursing students’ were involved in the study. Data was collected from selected students through an anonymous self-administrated questionnaire. The questionnaire was divided into two sections including (a) demographic profile and (b) Fisher’s Self-Directed in Learning Readiness questionnaire. Data analysis was carried out by using the latest version of the statistical software package SPSS (Version-21). Descriptive and analytical statistical test were used to analyze the data. Results: A total of 232 participated in study of determination of self-directed in learning among undergraduate nursing students’ in School of Nursing and Midwifery, Tehran University of Medical Sciences, Tehran, Iran. One hundred forty-three participants were female (61.6%), and 89(38.4%) of participants were male. The majority (60.8%) of participants were in the age group of 20 -25 years.. The majority (90.52%) of subjects self-directed in learning readiness were in the level of Self-Control (Score >150). The mean score of self-management, desired for learning, Self-control and the overall SDLR were similar in a student’s (31.84± 6.174; 31.83 ±6.177). Conclusion: Not all students are self-directed, and this study suggests that mature students are more self-directed than that entering nurse education direct from high school.
| Published in | Education Journal (Volume 4, Issue 4) |
| DOI | 10.11648/j.edu.20150404.13 |
| Page(s) | 158-165 |
| Creative Commons |
This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited. |
| Copyright |
Copyright © The Author(s), 2015. Published by Science Publishing Group |
Self-directed Learning, Nursing Students, Iran, Undergraduate Degree
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APA Style
Addis Adera Gebru, Shahrazad Ghiyasvandian, Noorodin Mohammodi, Markos Kidane. (2015). A Self-Directed in Learning among Undergraduate Nursing Students’ in School of Nursing and Midwifery, TUMS, Tehran, Iran. Education Journal, 4(4), 158-165. https://doi.org/10.11648/j.edu.20150404.13
ACS Style
Addis Adera Gebru; Shahrazad Ghiyasvandian; Noorodin Mohammodi; Markos Kidane. A Self-Directed in Learning among Undergraduate Nursing Students’ in School of Nursing and Midwifery, TUMS, Tehran, Iran. Educ. J. 2015, 4(4), 158-165. doi: 10.11648/j.edu.20150404.13
AMA Style
Addis Adera Gebru, Shahrazad Ghiyasvandian, Noorodin Mohammodi, Markos Kidane. A Self-Directed in Learning among Undergraduate Nursing Students’ in School of Nursing and Midwifery, TUMS, Tehran, Iran. Educ J. 2015;4(4):158-165. doi: 10.11648/j.edu.20150404.13
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author = {Addis Adera Gebru and Shahrazad Ghiyasvandian and Noorodin Mohammodi and Markos Kidane},
title = {A Self-Directed in Learning among Undergraduate Nursing Students’ in School of Nursing and Midwifery, TUMS, Tehran, Iran},
journal = {Education Journal},
volume = {4},
number = {4},
pages = {158-165},
doi = {10.11648/j.edu.20150404.13},
url = {https://doi.org/10.11648/j.edu.20150404.13},
eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.edu.20150404.13},
abstract = {Back ground: Teaching-learning contributes to the development of professional values, attitudes and behavior through a partnership of accountability between teacher and learner. Objective: To determine self-directed in learning among undergraduate nursing students’ in School of Nursing and Midwifery, Tehran University of Medical Sciences, Tehran, Iran. Method: A cross sectional descriptive study was conducted from Jan, 2013 up to March, 2014 at school of nursing and midwifery of Tehran University of Medical Sciences, Tehran, Iran. A total of 232 undergraduate nursing students’ were involved in the study. Data was collected from selected students through an anonymous self-administrated questionnaire. The questionnaire was divided into two sections including (a) demographic profile and (b) Fisher’s Self-Directed in Learning Readiness questionnaire. Data analysis was carried out by using the latest version of the statistical software package SPSS (Version-21). Descriptive and analytical statistical test were used to analyze the data. Results: A total of 232 participated in study of determination of self-directed in learning among undergraduate nursing students’ in School of Nursing and Midwifery, Tehran University of Medical Sciences, Tehran, Iran. One hundred forty-three participants were female (61.6%), and 89(38.4%) of participants were male. The majority (60.8%) of participants were in the age group of 20 -25 years.. The majority (90.52%) of subjects self-directed in learning readiness were in the level of Self-Control (Score >150). The mean score of self-management, desired for learning, Self-control and the overall SDLR were similar in a student’s (31.84± 6.174; 31.83 ±6.177). Conclusion: Not all students are self-directed, and this study suggests that mature students are more self-directed than that entering nurse education direct from high school.},
year = {2015}
}
TY - JOUR T1 - A Self-Directed in Learning among Undergraduate Nursing Students’ in School of Nursing and Midwifery, TUMS, Tehran, Iran AU - Addis Adera Gebru AU - Shahrazad Ghiyasvandian AU - Noorodin Mohammodi AU - Markos Kidane Y1 - 2015/07/04 PY - 2015 N1 - https://doi.org/10.11648/j.edu.20150404.13 DO - 10.11648/j.edu.20150404.13 T2 - Education Journal JF - Education Journal JO - Education Journal SP - 158 EP - 165 PB - Science Publishing Group SN - 2327-2619 UR - https://doi.org/10.11648/j.edu.20150404.13 AB - Back ground: Teaching-learning contributes to the development of professional values, attitudes and behavior through a partnership of accountability between teacher and learner. Objective: To determine self-directed in learning among undergraduate nursing students’ in School of Nursing and Midwifery, Tehran University of Medical Sciences, Tehran, Iran. Method: A cross sectional descriptive study was conducted from Jan, 2013 up to March, 2014 at school of nursing and midwifery of Tehran University of Medical Sciences, Tehran, Iran. A total of 232 undergraduate nursing students’ were involved in the study. Data was collected from selected students through an anonymous self-administrated questionnaire. The questionnaire was divided into two sections including (a) demographic profile and (b) Fisher’s Self-Directed in Learning Readiness questionnaire. Data analysis was carried out by using the latest version of the statistical software package SPSS (Version-21). Descriptive and analytical statistical test were used to analyze the data. Results: A total of 232 participated in study of determination of self-directed in learning among undergraduate nursing students’ in School of Nursing and Midwifery, Tehran University of Medical Sciences, Tehran, Iran. One hundred forty-three participants were female (61.6%), and 89(38.4%) of participants were male. The majority (60.8%) of participants were in the age group of 20 -25 years.. The majority (90.52%) of subjects self-directed in learning readiness were in the level of Self-Control (Score >150). The mean score of self-management, desired for learning, Self-control and the overall SDLR were similar in a student’s (31.84± 6.174; 31.83 ±6.177). Conclusion: Not all students are self-directed, and this study suggests that mature students are more self-directed than that entering nurse education direct from high school. VL - 4 IS - 4 ER -
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