The Relationship Between Learning Style, Self-Directed in Learning and Undergraduate Nursing Students’ Academic Achievement in Tehran University of Medical Science (TUMS)
The Relationship Between Learning Style, Self-Directed in Learning and Undergraduate Nursing Students’ Academic Achievement in Tehran University of Medical Science (TUMS)
复制标题
德黑兰医科大学（TUMS）护理本科生学习风格、自主学习与学业成绩的关系
DOI：
10.11648/j.ajns.20150403.24
复制
发表时间：
2015
期刊：
影响因子：
--
通讯作者：
N. Mohammadi
中科院分区：
文献类型：
--
作者：
Addis Adera Gebru;Shahrazad Ghiyasvandian;N. Mohammadi
背景资料：基于学习教学方法的改变、护理专业的发展等因素，自我导向学习已成为护理教育中的重要内容。学生对学习的认识和认同以及学习成绩是影响护理课程学习的重要因素。目的：本研究旨在探讨伊朗德黑兰德黑兰医科大学护理本科生的自我导向学习与学业成绩的关系。方法：采用横断面研究方法，对232名被试进行调查。本研究的对象是232名护理本科生，从学校的年级参加护理和助产学院的德黑兰医科大学。数据收集从学生通过一个匿名的自我管理问卷。问卷分为三个部分，包括（a）人口统计学特征（B）Fisher的自我导向学习准备问卷，（d）学业成绩。采用最新版本的统计软件包SPSS（Version-21）进行数据分析。采用描述性和分析性统计检验对数据进行分析。结果如下：对232名护理本科生进行学习风格、自我导向学习与学习成绩关系的研究。143名参与者为女性（61.6%），89名受访者为男性（38.4%）; 60.8%的受访者年龄在20至25岁之间，33.6%的受访者年龄在25岁之间。学生最常使用的学习风格是AC（37.5%），大部分学生（90.52%）的SDLR处于自我控制水平（得分>150分），大部分学生（52.8%）的学习成绩处于良好水平（得分中位数在（13-16）之间）。学习风格与学习成绩无显著相关（P> 0. 05）。结论：并非所有学生都具有自我导向能力，本研究表明，成人护理专业学生比直接从高中进入护理专业的学生更具有自我导向能力。护理教育者需要评估学生的学习风格和偏好，以确定自我导向学习的适当性。重要的是要承认，自主学习只是一种教学方法，可以用来满足所有学生的学习需要。
Background: Self-Directed in Learning has been emphasized nursing education settings based on many factors such as changing in learning teaching methods, nursing professions development, etc. Awareness and identification of the students learning and their academic achievement are important factors in nursing Course. Objective: The purpose of this study was to determine the relationship between self-directed in learning and undergraduate nursing students’ academic achievement in Tehran University of Medical Sciences (TUMS), Tehran, Iran. Method: The cross sectional study with 232 sample size was conducted. The subjects of this study were 232 undergraduate nursing students from school grades of years attending to school of nursing and midwifery of Tehran University of Medical Sciences. Data was collected from students through an anonymous self-administrated questionnaire. The questionnaire was divided into three sections including (a) demographic profile(b)Fisher’s Self-Directed in Learning Readiness questionnaire, (d) academic achievement. Data analysis was carried out by using the latest version of the statistical software package SPSS (Version-21). Descriptive and analytical statistical test were used to analyze the data. Results: A total of 232 participated in study of relationship between learning styles, Self-directed in learning and undergraduate nursing students’ academic achievement. One hundred –Forty three participants were female (61.6%), and 89 respondents were male (38.4%); 60.8% were between 20 and 25 years, 33.6% were 25 years old. The most frequency learning style of students was AC (37.5%).The majority of subjects (90.52%) SDLR were in the level of Self-Control (Score >150).The majority of subjects (52.8%) their academic achievements were at level of Good (the Median score were between (13-16). There was no significant relationship between Learning styles and Academic Achievement (P> 0.05).Conclusion: Not all students are self-directed, and this study suggests that mature students are more self-directed than that entering nurse education direct from high school. Nurses’ educators need to assess the Learning style and preferences of their students in order to determine the appropriateness of Self-Directed in learning. It is important to acknowledge that Self-Directed in Learning is only one teaching method that can be used to meet the learning needs of all students.
DOI：
--
发表时间：
1988
期刊：
--
影响因子：
--
作者：
R. Felder;L. Silverman
通讯作者：
R. Felder;L. Silverman