Self-directed learning: implications and limitations for undergraduate nursing education.
Self-directed learning (SDL) is an educational concept that has received increasing attention in recent years, particularly in the context of higher education. Whilst the benefits of SDL have been espoused by a number of adult education theorists (Brookfield, S., 1986. Understanding and Facilitating...
| Publicado en: | Nurse Education Today Vol. 25; no. 5; pp. 363 - 369 |
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| Formato: | Journal Article |
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Elsevier B.V.
Jul2005
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=106527901&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 106527901 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 02606917 8IS jtl: Nurse Education Today issn: 02606917 maglogo: N pubinfo: dt: Jul2005 vid: 25 iid: 5 pid: 467 pub: Elsevier B.V. place: New York, New York artinfo: ui: 106527901 106527901 2009018440 10.1016/j.nedt.2005.03.003 NLM15894411 106527901 ppf: 363 ppct: 6 formats: tig: atl: Self-directed learning: implications and limitations for undergraduate nursing education. aug: au: Levett-Jones TL affil: School of Nursing and Midwifery, University of Newcastle, Callaghan, NSW 2308, Australia; Tracy.Levett-jones@newcastle.edu.au sug: subj: Adult Education Education, Nursing Self-Directed Learning Learning Theory Problem-Based Learning Teaching Methods ab: Self-directed learning (SDL) is an educational concept that has received increasing attention in recent years, particularly in the context of higher education. Whilst the benefits of SDL have been espoused by a number of adult education theorists (Brookfield, S., 1986. Understanding and Facilitating Adult Learning. Jossey-Bass, San Francisco; Houle, C., 1984. Patterns of Learning: New Perspectives on Life-Span Education. Jossey-Bass, San Francisco; Knowles, M., 1998. The Adult Leaner: A Neglected Species, fifth ed., Gulf, Houston; Tough, A., 1979. The Adults Learning Project: A Fresh Approach to Theory and Practice in Adult Learning. Ontario Institute for Studies in Education, Toronto), its introduction into curricula has not always been successful (Nolan, J., Nolan, M., 1997a. Self-directed and student-centred learning in nurse education: 1. British Journal of Nursing 6 (1), 51-55; Nolan, J., Nolan, M., 1997b. Self-directed and student-centred learning in nurse education: 2. British Journal of Nursing 6 (2), 103-107; Slevin, O., Lavery, M., 1991. Self-directed learning and student supervision. Nurse Education Today 11, 368-377). The indiscriminate application of SDL principles and poorly prepared teachers and/or students has at times meant that the introduction of SDL has been resented rather than welcomed (Iwasiw, C., 1987. The role of the teacher in self-directed learning. Nurse Education Today 7, 222-227; Turunen, H., Taskinen, H., Voutilainen, U., Tossavainen, K., Sinkkonen, S., 1997. Nursing and social work students' initial orientation towards their studies. Nurse Education Today 17, 67-71).This paper clarifies and explores these issues by:(a) examining the origins of SDL;(b) discussing the relevance of self-directed learning to Knowles' theory of adult learning and contemporary educational practices such as enquiry based learning and problem based learning; and(c) highlighting the implications and limitations of SDL with regard to adult education in general, and undergraduate nursing education in particular. pubtype: Academic Journal doctype: Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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