• Journal of East-West Nursing Research
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• v.23 no.2
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• pp.107-114
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• 2017

Purpose: The purpose of this study is to investigate the influencing factors of self-leadership, academic self-efficacy and instructor-student interaction on self-directed learning in nursing college students. Methods: This study used a descriptive survey design. Participants were 190 nursing college students at three universities in Jeollanam-do and Gyeongsangnam-do. Data were collected from May 10 to June 12, 2016 using self-report questionnaires. Data were analyzed using descriptive statistics, t-test, ANOVA, Pearson correlation coefficient, and multiple regression with SPSS 19.0. Results: The results showed that the self-leadership of the nursing students was 3.49, academic self-efficacy, 3.17, instructor-student interaction, 3.71, and self-directed learning, 3.43, respectively. Self-directed learning of nursing college students was positively associated with self-leadership(r=.65, p<.001), academic self-efficacy(r=.61, p<.001) and instructor-student interaction (r=.36, p<.001). 001). Self-leadership, academic self - efficacy, major satisfaction, GPA 4.0 or above explained 65% of the total variance in self-directed learning among nursing college students. Conclusions: The findings of this study indicated that nursing interventions for increasing self-leadership, academic self-efficacy and major satisfaction should be developed to improve self-directed learning of nursing students. Additional studies for changes in the overall teaching and learning environment to promote the self-directed learning environment in nursing education should be conducted.

• Journal of Korean Clinical Health Science
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• v.4 no.2
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• pp.571-581
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• 2016

Purpose. This study was to identify the relationship between self-directed learning and nursing student's satisfaction of clinical practice. Methods. This study was designed to measure the level of satisfaction according to the contents, guidance, environment, time, and the evaluation of clinical practice. Two hundred thirty-one nursing student from baccalaureate program in H-gun was sampled. A scale consisting of 75 questions, developed by the researcher, was used to gather data from September 14 through 27, 2012. The data was analyzed by descriptive statistics, paired t-test, pearson correlation, and multiple linear regression using the SPSS WIN 18.0 program. Results. The results were summarized : Self-directed learning didn't show a significant different by grade(t=0.83, p=.934). Nursing student's satisfaction of clinical practice didn't show a significant different by grade(t=0.26, p=.798). The relationship between self-directed learning correlated with the degree of nursing student's satisfaction in clinical practice(r=.44, p<.001). The factors of self-directed learning described nursing student's satisfaction of clinical practice as $R^2$=.215(F=9.858, p<.001). Conclusions. It was found that a higher degree of satisfaction in clinical practice depends on a higher degree of self-directed learning. Therefore, nursing faculty should plan intervention to improve satisfaction level of clinical practice by fostering self-directed learning.

• Journal of Technologic Dentistry
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• v.39 no.3
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• pp.171-177
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• 2017

Purpose: The purpose of the study is to analyze the effects that Flipped Learning Method has on a college student's self directed learning ability, critical thinking disposition, learning motivation, and learning satisfaction, and determine its effectiveness as a new pedagogical approach. Methods: The survey was conducted on dental technology students. The collected data was analyzed by the statistical program SPSS 21.0. The results were analyzed by reliability, frequency, t-test. To test for significance on each item, p<0.05 has been decided as a standard. Results: According to the analysis, the student who attended a class that utilized Flipped Learning Method was found to have higher levels of self directed learning ability, critical thinking disposition, learning motivation, and learning satisfaction than a student who attended a class that did not utilize such a method. Conclusion: The study results show that, in order to enhance students' self directed learning ability, critical thinking disposition, learning motivation, and learning satisfaction and to improve the quality of class instruction, it may be necessary that Flipped Learning Method be adopted more widely and recommended more strongly. Such changes will promote a long term improvement in educational environments and play a major role in strengthening students' abilities.

• Journal of muscle and joint health
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• v.29 no.3
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• pp.185-193
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• 2022

Purpose: This study aims to provide basic data for future nursing education by identifying the effects of flipped learning-type project-based learning on nursing college students' self-directed learning ability, self-leadership, and academic self-efficacy. Methods: It is a pre-experimental study designed before and after a single group to verify the effect of flipped learning project-based learning on nursing students' self-directed learning ability, self-leadership, and academic self-efficacy in 81 third-grade nursing students. Results: No statistically significant difference in self-efficacy (t=-0.80, p=.545) but self-directed learning ability (t=-3.85, p<.001) and self-leadership (t=-5.18, p<.001) were found to have a statistically significant difference before and after. Conclusion: Flipped learning-type project-based learning was confirmed effective in improving nursing college students' self-directed learning ability and self-leadership. Therefore, instructors will need to develop and apply teaching methods that provide learners with opportunities for pre-learning and carry out learner-centered projects to improve nursing college students' self-directed learning ability and self-leadership.

• Journal of Korean Academy of Fundamentals of Nursing
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• v.14 no.4
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• pp.412-419
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• 2007

Purpose: This study was done to analyze core competencies affecting critical thinking ability of student nurses. Core competencies investigated in this study were problem solving ability, communication ability and self-directed learning ability. Method: Data were collected from a convenience sample of 322 student nurses in 2 provinces during the period from May 21 to June 8, 2007. Critical thinking, problem solving ability, communication ability and self-directed learning ability were measured using the Disposition towards Critical Thinking Scale by Park(1999-a) and the Core Competencies Scale by Lee(2003). Descriptive statistics and correlation coefficients with the SPSS WIN 12.0 program were used to analyze the data. Results: There were significant differences in the critical thinking according to grade, type of high school, experience with PBL, preference for lecture-based learning, preference for discussion and perceived logicality. The score for critical thinking showed significantly positive correlations with scores for problem solving ability(r=0.54, p=0.00), communication ability(r=0.56, p=0.00) and self-directed learning ability(r=0.54, p=0.00). Conclusion: The results of this study suggest that problem solving ability, communication ability and self-directed learning ability are significant factors affecting critical thinking in student nurses.

• Korean Medical Education Review
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• v.10 no.2
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• pp.9-17
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• 2008

A self directed learning(SDL) has been identified as an important ability for medical graduates. The purpose of this study was 1) to measure the SDLR of medical students, 2) to compare the relationship among the student perceptions of assessment, preference of instructional methods with SDLR. This study was conducted in 2006 at A University College of Medicine. The instrument applied to this study was SDLR. Korean version of Guglielmino's SDLR for Adults. The $SPSSwin^{(R)}$ program was used to analyze the data and statistics such as correlation. F-test, and Chi square test. Firstly. the mean scores of the SDLR of first, second. fourth year were 114.8, 107.9 and 106.2. This results showed a significant relationship among years (p<.001). Secondly the relationship between the student perceptions of assessment and SDLR was insignificant. The SDLR high scores students had a tendency to favorite "Discussion" and "Bedside teaching". This study found out the problems of medical education to enhance self directed learning ability for medical students. Further study is needed so that suitable instructional methods for medical students can be conducted in curriculum.

• Perspectives in Nursing Science
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• v.7 no.1
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• pp.36-42
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• 2010

Purpose: This study was done to identify the preferences for learning style and the degree of self-directed learning and influencing factors on it among nursing students working on a Bachelor of Science in a nursing program at Suwon. Methods: The study sample included 156 nursing students. A self-report questionnaire was used to assess the data. The data was analyzed using the SPSS/WIN program for descriptive and inferential statistics. Results: Most of the students preferred lectures rather than discussion or team projects as a teaching method. Students preferred deliberating, sensing, and the use of visuals for their learning style. In addition, they favored sequential learning over comprehensive learning. Self directed learning had better outcomes in 3rd and 4th year students than 1st or 2nd year students. Additionally, active learners and high achievers who had a good GPA showed higher self directed learning than the others. Conclusion: In order to maximize students' self-directed learning, study guidance will be necessary for freshmen and for some who experience difficulties in studying nursing courses. Nursing faculty members should pay close attention to facilitate student's self directed learning, and encourage more discussions in the classes.

• Journal of The Korean Society of Integrative Medicine
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• v.6 no.4
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• pp.63-73
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• 2018

Purpose : This study aims to verify the effects of flipped learning on self-directed learning and class satisfaction in a class of college physical therapy students. Methods : The subjects were 97 students in College A who had registered for musculoskeletal examination and assessment and practice at the second semester of 2017. All subjects were measured with the self-directed learning questionnaire for college student proposed by Lee et al., and the class satisfaction questionnaire proposed by Lee et al., before and after intervention. The collected data were processed using a computerized statistical program SPSS Win version 21.0. Mean, standard deviation, paired t-test and Cronbach's alpha coefficient were calculated. Results : The results showed significant differences in goal setting, identify resources for learning, effort attributed to results, self-reflection of self-directed learning and problem solving excellence, class methods and contents attention and understanding(p<.05), class interest of class satisfaction(p<.05). Conclusion : These results suggest that flipped learning improves learning motivation and attitudes. Therefore, follow-up study is necessary to investigate further the application of flipped learning in various students and teaching methods.

• Korean Medical Education Review
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• v.19 no.2
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• pp.101-108
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• 2017

When participating in problem-based learning (PBL), it is important for medical students to generate claims and provide justifications for their claims in small group discussions. This study aimed to investigate the effect of argumentation instruction on medical student learning experiences with PBL. A total of one hundred first-year preclinical students from Inje University College of Medicine, who had attended argumentation instruction, participated in this study. All of the participants completed a 5-point Likert scale questionnaire regarding their learning experiences with PBL, before and after the argumentation instruction. The questionnaire comprised 22 items with eight subcategories: argumentation activity, reflection, integration of basic and clinical science, identification of lack of knowledge, logical thinking, self-directed study, communication, and attitude toward discussion. The collected data were analyzed through a paired-sample t-test. The results of this study found that the argumentation instruction promoted the preclinical students' experiences with argumentation activities, reflection, an integration of basic and clinical science, the identification of their lack of knowledge, logical thinking, and self-directed study, and it increased positive attitudes toward group discussion. The findings suggest argumentation instruction can enhance medical student group discussions and help students achieve the objectives of PBL, including acquisition of basic and clinical science knowledge and development of clinical reasoning and self-directed learning abilities, which can highlight the meaningful learning experiences students have with PBL.

• Journal of Korean Academy of Fundamentals of Nursing
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• v.24 no.3
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• pp.181-188
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• 2017

Purpose: Competency in physical assessment is an important component of nursing practice. However, some physical assessment skills are not being utilized within the current teacher-centered, content-heavy curriculum. This study was conducted to identify the effects of student-centered, self-directed learning in the physical assessment class. Methods: An experimental study with a post-test only control group design was used to compare an intervention group that was provided self-directed learning classes and a control group that was provided traditional lecture and practice classes. Competency in physical assessment, academic self-confidence, and learning satisfaction were evaluated. Collected data were analyzed using $x^2$-test (Fisher's exact test) and independent t-test. Results: Competency in physical assessment was significantly higher in the experimental group. However, academic self-confidence and learning satisfaction were not significantly different between the groups. Conclusion: The findings in this study indicate that self-directed learning can improve nursing students competency in physical assessment and that self-directed learning is a good education method to improve nursing students' competency in physical assessment during clinical practice and perform quality patient care by making active use of physical assessment skills.