• Journal of Korean Academy of Fundamentals of Nursing
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• v.9 no.3
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• pp.447-461
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• 2002

Purpose: The purpose of this study was to identify and understand the self-directed learning patterns of nurses. Q methodology was used to collect the data. Method: For the research method, 43 Q-statements were collected through individual interviews and a review of related literature. The 43 Q-statements were classified by the 34 participants in the study and the data was analyzed by the PC-QUANL program with principal component analysis. Result: There were 4 different patterns of self-directed learning classified as follows : Nurses in Type I the Future Provision Type, studied to promote their own professional development and leadership qualities for the future. Nurses in Type II, the Learning Passion Type, enjoyed learning something new and had a strong learning desire. Nurses in Type III, the Self-reflective Type, continuously evaluated self and their own practice by introspection. Nurses in Type IV, the Accompanying Companion Type, studies with companion support and maintained a collaborative relationship rather than competing with each other. Conclusion: This study explains and allows us to understand self-directed learning in nurses. Thus this study will contribute to building a theoretical base for the development of a self-directed learning model in nursing practice.

• The Korean Nurse
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• v.33 no.3
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• pp.56-69
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• 1994

This study was done to develop self - directed learning modules related to asepsis and elimination including urine and stool for Fundamentals in Nursing practice education contents and to measure the effectiveness of those modules. The subjects of this study were 96 sophomore students in the nursing college. Self-directed learning modules were developed by the researcher on the basis of the Lippincott Learning System of Kruger (1986) and Modules for Basic Nursing Care of Ellis (1992). Videotape was editted by using videotape made by the Lippincott Company and Film strip made by the Trainex Company with Korean dubbing. Self-directed learning was done for one week with the asepsis module and two weeks with the elimination modules after confirming the requiered level of knowledge acquisition through pre-test. For measuring proficiency in self-directed learning, a written test for cognitive domain, a sufficiency test for psychomotor domain, and a confidnece examination for affective domain were given. The data were analyzed using descritive statistics, and Pearson correlation coefficient using a SPSS-PC program. The results are summarized as follows: 1. Sufficiency test and confidence examination grades showed high levels in both asepsis and elimination. 2. Written test grades showed a high level in asepsis and elimination of urine but showed a medium level in eliminationin of stool. 3. Grades of sufficiency and confidence in asepsis and elimination practice were statistically significant with a moderate positive correlation (r=0.4- 0.5, p<0.001). 4. Grades of sufficiency and written tests in asepsis and elimination practice also were statistically significant with a moderate positive correlation (r=0.5-0.7, p<0.001). 5. Students showed relatively high contentment with the self-directed learning modules themselves but revealed relatively low contentment with video program and the self-directed learning process. In conclusion, this study disclosed that proficiency levels in cognitive, affective, and psychomotor domains were high when asepsis and elimination modules were applied. Also students showed high satisfaction with the modules themselves, but didn't show high contentment with the video programs. In considering low contentment with the self-directed learning process, it is estimated the students had experienced some difficulties about using self-directed learning modules because this was their first exposure to the self-directed learning module and they were already accustomed to the demonstration-practice method.

• The Journal of Korean Academic Society of Nursing Education
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• v.18 no.2
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• pp.268-275
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• 2012

Purpose: The purpose of this study was to implement and evaluate the learning contracts based self-directed learning in a final clinical placement for senior nursing students. Methods: This study was a case study and 82 senior nursing students at a university participated in a learning contract based practice placement. Data were collected from written learning contracts and questionnaires after a clinical practice. Results: The students' learning needs were knowledge, clinical skills, and attitudes frequently encountered in a ward in which clinical skills were most common. The students' formulated learning contracts were varied but most of them were basic and simple. A self-directed clinical course was beneficial and a satisfactory experience to senior students. There was an increase in the students' motivation in learning, confidence in own capability, and satisfaction with the use of the learning contract. Conclusion: Self-directed clinical practicum would result in a degree of attitude change in the students. This study suggests that learning contract based self-directed clinical practice is effective to improve learning satisfaction, confidence in own capability, and competency.

• Journal of the Korea Institute of Information and Communication Engineering
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• v.22 no.9
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• pp.1199-1207
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• 2018

This study was done to identify the effects of self-monitoring method using smartphone video on self-directed learning ability, competency in nursing skills self-confidence and practice satisfaction of nursing students. It was designed a quasi-experimental study with a pre-post test. The participants were 54 students in the experimental group and 51 students in the control group. There was no significant difference in self-directed learning ability (p = .450) between the groups, but there was a significant difference between the pre-post scores of the experimental group. There was no significants difference of competency in nursing skills, self-confidence and practice satisfaction between the two groups. In conclusion, the self-assessment learning method using smartphone video during the self-practice is considered to be an effective method to improve the self-directed learning ability and to ensure the accuracy and skill of the technique.

• Journal of the Korea Convergence Society
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• v.12 no.9
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• pp.229-238
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• 2021

The purpose of this study is to understand in-depth the effect of self-directed practice in for core fundamental nursing skills applying reciprocal peer tutoring on the learning of nursing college students. The study participants were 15 students in the 4th grade of the department of nursing, and data were collected through in-depth interviews. The results of analysis resulted in four themes: 'motivation of learning', 'self-directed learning', 'improving achievement', and 'insufficient learning requirements'. The core fundamental nursing skills applying reciprocal peer tutoring has a positive experience of inducing motivation of learning for participants through a comfortable environment and improving self-confidence, and gaining opportunities to lead prior learning and learn in the learner's language. However, there have been experiences where additional knowledge expansion is difficult and feelings of insecurity is felt due to insufficient learning requirements. Therefore, when applying the reciprocal peer tutoring method to self-directed practice, it is considered to be effective if the professor applies a method that can sufficiently satisfy the learner's learning needs.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.17 no.5
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• pp.412-420
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• 2016

This study examined the effects of open laboratory self-directed practice on knowledge, self-confidence, and skill competency of intramuscular injection in nursing students. This was a quasi-experimental study using a non-equivalent control group pre-posttest design, and the participants were 32 students comprising an experimental group and 30 students comprising a control group. The experimental group was allowed to perform an open laboratory self-directed practice and traditional practice, and the control group performed traditional practice only. The score of knowledge of the control group was significantly higher than that of the experimental group (F=3.59, p=.019), and those of the self-confidence (F=2.26, p=.016) and skill competency (F=9.08, p<.001) of the experimental group were significantly higher than those of the control group. Open laboratory self-directed practice was effective in improving the nursing students' self-confidence and skill competency. Therefore, students should be encouraged to actively participate in open laboratory self-directed practice and the effective strategies should be developed.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.13 no.1
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• pp.147-155
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• 2012

This study was to investigate the understand learning motivation, self-directed learning ability and problem solving process of fundamentals of nursing course using role play in evaluating the course. The subjects were 289 nursing students in year 1 in J college taking fundamental nursing practice course from Nov. 22 to Dec. 10. 2010. After setting hospital context and preparing scenario with patient and nurse roles, the evaluation of fundamentals of nursing practice was performed. For learning motivation and self-directed learning ability, there were significant differences by application motivation, a group intending further study and a group positive in role play evaluation. For problem solving process, there were significant differences in male group and a group positive in role play evaluation. Learning motivation had significant positive correlation between self-directed learning ability and between self-directed learning ability and problem solving process. This evaluation had correlation between learning motivation, self-directed learning ability and problem solving process.

• School Mathematics
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• v.7 no.3
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• pp.253-268
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• 2005

It is important that students have the ability to prepare, practice, and reflect their mathematics learning. This study defines the self-directed learning ability based on Vygotsky. We consider the components of self-directed learning in aspects of motivation, learning strategy, and metacognition, and analyse 10 factors of self-directed learning ability Thus we develop the self-directed mathematics learning test, which is tested by factor analysis.

• Journal of Korean Academy of Fundamentals of Nursing
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• v.24 no.4
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• pp.265-276
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• 2017

Purpose: This study was conducted to design and implement a fundamental nursing practice based on flipped learning and to examine the effects. Methods: Participants were 57 students who were taking the fundamental nursing practice course at D university in N city. The study included processes of instructional design, action/effects and reflection. Data were analyzed using paired t-test with the SPSS/WIN 23.0. Results: In the instructional design stage, the class consisted of 3 parts: outside class (pre-learning), inside class (assessment, collaborative practice, peer review, reflection), after-class (self-directed practice, feedback). In the action/effects stage, the flipped learning was applied for 15 weeks according to the instructional design and then the effects of flipped learning were evaluated. Students showed a significant improvement in self-directed learning ability (t=-3.56, p=.001) and critical thinking disposition after the class (t=-3.72, p<.001). Finally, in the reflection stage, the researchers examined whether the four pillars of flipped learning occurred. Conclusion: Findings indicate that flipped learning applied in fundamental nursing practice is effective in improving self-directed learning ability and critical thinking disposition. The action research method was a useful way to foster professor's educational competency as well as to verify effects of a new nursing education method.

• Journal of Korean Academy of Nursing
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• v.46 no.2
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• pp.283-292
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• 2016

Purpose: This study was done to verify effects of a self-directed feedback practice using smartphone videos on nursing students' basic nursing skills, confidence in performance and learning satisfaction. Methods: In this study an experimental study with a post-test only control group design was used. Twenty-nine students were assigned to the experimental group and 29 to the control group. Experimental treatment was exchanging feedback on deficiencies through smartphone recorded videos of nursing practice process taken by peers during self-directed practice. Results: Basic nursing skills scores were higher for all items in the experimental group compared to the control group, and differences were statistically significant ["Measuring vital signs" (t=-2.10, p=.039); "Wearing protective equipment when entering and exiting the quarantine room and the management of waste materials" (t=-4.74, p<.001) "Gavage tube feeding" (t=-2.70, p=.009)]. Confidence in performance was higher in the experimental group compared to the control group, but the differences were not statistically significant. However, after the complete practice, there was a statistically significant difference in overall performance confidence (t=-3.07. p=.003). Learning satisfaction was higher in the experimental group compared to the control group, but the difference was not statistically significant (t=-1.67, p=.100). Conclusion: Results of this study indicate that self-directed feedback practice using smartphone videos can improve basic nursing skills. The significance is that it can help nursing students gain confidence in their nursing skills for the future through improvement of basic nursing skills and performance of quality care, thus providing patients with safer care.