INFLUENCE OF UPPER DIVISION EDUCATION ON ADULT NURSING STUDENTS AS SELF-DIRECTED LEARNERS.
Contributors: Syracuse University.
Published: 1989
Number of pages: 231
Subjects: Education, Adult and Continuing.; Education, Educational Psychology.
Description: This study expanded upon the work of researchers who have investigated the relationship of self-directed learning to the enhancement of adults' personal, educational, and vocational lives. Specifically, this study built upon previous research of nurses as self-directed learners. Although it had been established that educating registered nurses to be self-directed in learning was advantageous for optimum professional practice, few studies had examined how preparatory programs influenced nurses' readiness for self-directed learning. This project explains how participation in an upper division college education program influenced self-directed learning in registered nurse students.

A one group pretest-posttest design was used to capture change in self-directed learning readiness scores over time. The sample was composed of 45 registered nurse students studying for a baccalaureate degree in nursing at a northeastern upper division college program designed to promote self-directed learning ability. Data were collected using the Self-Directed Learning Readiness Scale (SDLRS) and a biographical data form as nurses began the education program (time one) and after one and one half years of participation (time two).

Three primary objectives were established. Objective one focused on change in sample self-directed learning readiness scores measured by the SDLRS. Such scores increased significantly following participation in upper division education. Objective two focused on the relationship between sample sociodemographic characteristics and students' SDLRS scores at time one. No significant associations were found. Objective three centered on an analysis of the relationship between sociodemographic characteristics and change in sample self-directed learning readiness scores over time. No significant relationships were determined.

The findings suggest an association between participation in formal education designed for adults and the readiness of registered nurse students for self-direction in learning. Further research is recommended to clarify this relationship.
Notes: Source: Dissertation Abstracts International, Volume: 51-02, Section: A, page: 0382.

Thesis (PH.D.)--SYRACUSE UNIVERSITY, 1989.

School code: 0659.