Volume 8, Issue 18 (6-2015)                   J Med Educ Dev 2015, 8(18): 61-72 | Back to browse issues page

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ghahremani Z, kamali K, bageri P. Relationship Learning Styles with Self-directed Learning Readiness among Nursing Students of Nursing and Midwifery Zanjan University of Medical Sciences in 2014. J Med Educ Dev. 2015; 8 (18) :61-72
URL: http://zums.ac.ir/edujournal/article-1-380-en.html
zanjan university of medical sciences, zanjan, Iran
Abstract:   (10585 Views)
Background and Objectives: Self-directed learning readiness and learning styles are two important characteristics of learners and individual learning must be considered in order to design and implement effective training. Therefore, this study was performed in order to determine the relationship learning styles with Self-directed Learning Readiness of nursing students. Materials and Methods: All nursing students of Zanjan University of Medical Sciences were enrolled in a cross-sectional study in the second semester of the academic year in 2014. Data gathering instruments included 3 questionnaires of demographic features, Fisher`s self-directed learning readiness scale, and the Kolb's learning styles inventory. Data was analyzed by SPSS software 16 using descriptive and interferential statistical methods. Results: The mean scores of overall SDLR were 157/39±15/59 and learning styles maximum of students was Assimilator (9/54%). Total average readiness of SDL (P=0/039) and self-management scope (P=0/031) and the scope of self-control (P= 0/021) had statistically significant differences for students with different learning styles. Conclusion: Attention to these components is effective in nursing education, in promoting profession and training of nurses and effective lifelong learners with regard to the lack of interest in the nursing field and withdrew from the course and out of the profession. Keywords: Self-directed readiness, Learning, Learning Styles, Nursing Students, zanjan.
Full-Text [PDF 202 kb]   (1424 Downloads)    
Type of Study: Orginal Research |
Received: 2014/08/28 | Accepted: 2015/02/18 | Published: 2015/06/22

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