東華大學圖書館 |

Language: English

Help

回圖書館首頁

手機版館藏查詢

Back to Search results for [ null ]

Switch To: Labeled | MARC Mode | ISBD

The impact of an educational interve...

Daniels, Elizabeth Barnes.

Linked to FindBook

Google Book

Amazon

博客來

The impact of an educational intervention on self-directed learning readiness and behaviors in undergraduate nursing students.

Record Type:	Language materials, printed : Monograph/item
Title/Author:	The impact of an educational intervention on self-directed learning readiness and behaviors in undergraduate nursing students./
Author:	Daniels, Elizabeth Barnes.
Description:	132 p.
Notes:	Source: Dissertation Abstracts International, Volume: 72-06, Section: A, page: .
Contained By:	Dissertation Abstracts International72-06A.
Subject:	Health Sciences, Nursing. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3450542
ISBN:	9781124593814

The impact of an educational intervention on self-directed learning readiness and behaviors in undergraduate nursing students.
Daniels, Elizabeth Barnes.

The impact of an educational intervention on self-directed learning readiness and behaviors in undergraduate nursing students. - 132 p.

Source: Dissertation Abstracts International, Volume: 72-06, Section: A, page: .

Thesis (Ph.D.)--Capella University, 2011.

This study compared the SDL readiness and behaviors of two homogeneous groups of junior level undergraduate nursing students (n=33) as measured by Guglielmino's SDLRS. One group was exposed to an educational module that addressed the purpose and process of SDL and the other was not exposed to the educational module An experimental, pretest-posttest design, with a small qualitative component, was used for data collection. The analyses revealed a statistically significant increase in SDLRS scores for the treatment group after the intervention in comparison to the control group. Most of the participants scored in the average or above average categories on the SDLRS pretest, yet observations by faculty identified many behaviors that were inconsistent with SDL within the cohort. Students reported that they had received no formal information about the purpose and process of SDL, and were unfamiliar with means to increase self-directedness in learning. Likewise, faculty were unsure of teaching methods that facilitated progression towards greater SDL. Study recommendations for the facilitation of SDL behaviors in students include the use of an online didactic SDL module and the incorporation of educational theory and methods as part of structured orientation in professional schools.

ISBN: 9781124593814Subjects--Topical Terms:

1017798
Health Sciences, Nursing.

The impact of an educational intervention on self-directed learning readiness and behaviors in undergraduate nursing students.
LDR:02370nam 2200325 4500 001 1400731
005 20111010085433.5
008 130515s2011 ||||||||||||||||| ||eng d
020 $a 9781124593814
035 $a (UMI)AAI3450542
035 $a AAI3450542
040 $a UMI $c UMI
100 1 $a Daniels, Elizabeth Barnes. $3 1679817
245 1 4 $a The impact of an educational intervention on self-directed learning readiness and behaviors in undergraduate nursing students.
300 $a 132 p.
500 $a Source: Dissertation Abstracts International, Volume: 72-06, Section: A, page: .
500 $a Adviser: Janet Lessner.
502 $a Thesis (Ph.D.)--Capella University, 2011.
520 $a This study compared the SDL readiness and behaviors of two homogeneous groups of junior level undergraduate nursing students (n=33) as measured by Guglielmino's SDLRS. One group was exposed to an educational module that addressed the purpose and process of SDL and the other was not exposed to the educational module An experimental, pretest-posttest design, with a small qualitative component, was used for data collection. The analyses revealed a statistically significant increase in SDLRS scores for the treatment group after the intervention in comparison to the control group. Most of the participants scored in the average or above average categories on the SDLRS pretest, yet observations by faculty identified many behaviors that were inconsistent with SDL within the cohort. Students reported that they had received no formal information about the purpose and process of SDL, and were unfamiliar with means to increase self-directedness in learning. Likewise, faculty were unsure of teaching methods that facilitated progression towards greater SDL. Study recommendations for the facilitation of SDL behaviors in students include the use of an online didactic SDL module and the incorporation of educational theory and methods as part of structured orientation in professional schools.
590 $a School code: 1351.
650 4 $a Health Sciences, Nursing. $3 1017798
650 4 $a Education, Health. $3 1017668
650 4 $a Education, Technology of. $3 1018012
650 4 $a Education, Higher. $3 543175
690 $a 0569
690 $a 0680
690 $a 0710
690 $a 0745
710 2 $a Capella University. $b School of Education. $3 1018430
773 0 $t Dissertation Abstracts International $g 72-06A.
790 1 0 $a Lessner, Janet, $e advisor
790 1 0 $a Fitzgerald, Shawn $e committee member
790 1 0 $a Guglielmino, Lucy M. $e committee member
790 $a 1351
791 $a Ph.D.
792 $a 2011
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3450542