''Learning to learn'' in Nursing Higher Education

Objective. This study sought to evaluate improvement in self-directed learning by nursing students at Universidad de Valladolid (Spain) after using problem-based learning methodology. Methodology. Ours was a quasi-experimental research with pre-test and post-test of a single group. The sample consis...

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Main Authors: Carolina González-Hernando, Miguel Ángel Carbonero-Martín, Fernando Lara-Ortega, Pedro Martín-Villamor
Format: Article
Language:English
Published: Universidad de Antioquia 2013-12-01
Series:Investigación y Educación en Enfermería
Subjects:
Online Access:http://www.scielo.org.co/scielo.php?script=sci_arttext&pid=S0120-53072013000300016&lng=en&tlng=en
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author Carolina González-Hernando
Miguel Ángel Carbonero-Martín
Fernando Lara-Ortega
Pedro Martín-Villamor
author_facet Carolina González-Hernando
Miguel Ángel Carbonero-Martín
Fernando Lara-Ortega
Pedro Martín-Villamor
author_sort Carolina González-Hernando
collection DOAJ
description Objective. This study sought to evaluate improvement in self-directed learning by nursing students at Universidad de Valladolid (Spain) after using problem-based learning methodology. Methodology. Ours was a quasi-experimental research with pre-test and post-test of a single group. The sample consisted of 127 of a 135 total of students from the 2nd degree course in Nursing enrolled in the Sexual and Reproductive Health assignment and who had the opportunity to attend all problem-based learning tutorials in the classroom and student group meetings outside the classroom. The Self-Directed Profile Inquiry Questionnaire instrument (CIPA, for the term in Spanish) by Cazares and Aceves was used for the self-regulated profile assessment, which consists of 41 reactives with options 1-5; the lower the score the better the profile for self-direction. It has five components: planning and selection of strategies, self-regulation and motivation, independence and autonomy, use of experience and critical conscience and interdependence, and social value. Results. The mean age was 23 years, 84.4% were women. The students had a very good scores in their self-regulated learning profile before using problem-based learning (82.5), and after its application, they showed a statistically significant improvement (74.2) both in the overall score and in each of its components. Conclusion. The students' self-regulated profile improved after using problem-based learning, a finding that is of utmost importance to achieve autonomy and self-regulation in learning. The development of the ''learning to learn'' skill allows learning for life, which is necessary in 21st century nursing professionals.
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spelling doaj.art-ca10845599a94998ab05e8ea9f5da3f32023-12-02T16:02:54ZengUniversidad de AntioquiaInvestigación y Educación en Enfermería0120-53072013-12-01313473479S0120-53072013000300016''Learning to learn'' in Nursing Higher EducationCarolina González-Hernando0Miguel Ángel Carbonero-Martín1Fernando Lara-Ortega2Pedro Martín-Villamor3Universidad de Valladolid UVaUniversidad de Valladolid UVaUniversidad de BurgosUniversidad de Valladolid UVaObjective. This study sought to evaluate improvement in self-directed learning by nursing students at Universidad de Valladolid (Spain) after using problem-based learning methodology. Methodology. Ours was a quasi-experimental research with pre-test and post-test of a single group. The sample consisted of 127 of a 135 total of students from the 2nd degree course in Nursing enrolled in the Sexual and Reproductive Health assignment and who had the opportunity to attend all problem-based learning tutorials in the classroom and student group meetings outside the classroom. The Self-Directed Profile Inquiry Questionnaire instrument (CIPA, for the term in Spanish) by Cazares and Aceves was used for the self-regulated profile assessment, which consists of 41 reactives with options 1-5; the lower the score the better the profile for self-direction. It has five components: planning and selection of strategies, self-regulation and motivation, independence and autonomy, use of experience and critical conscience and interdependence, and social value. Results. The mean age was 23 years, 84.4% were women. The students had a very good scores in their self-regulated learning profile before using problem-based learning (82.5), and after its application, they showed a statistically significant improvement (74.2) both in the overall score and in each of its components. Conclusion. The students' self-regulated profile improved after using problem-based learning, a finding that is of utmost importance to achieve autonomy and self-regulation in learning. The development of the ''learning to learn'' skill allows learning for life, which is necessary in 21st century nursing professionals.http://www.scielo.org.co/scielo.php?script=sci_arttext&pid=S0120-53072013000300016&lng=en&tlng=enaprendizaje basado en problemasinstituciones de enseñanza superiorestudiantes de enfermería
spellingShingle Carolina González-Hernando
Miguel Ángel Carbonero-Martín
Fernando Lara-Ortega
Pedro Martín-Villamor
''Learning to learn'' in Nursing Higher Education
Investigación y Educación en Enfermería
aprendizaje basado en problemas
instituciones de enseñanza superior
estudiantes de enfermería
title ''Learning to learn'' in Nursing Higher Education
title_full ''Learning to learn'' in Nursing Higher Education
title_fullStr ''Learning to learn'' in Nursing Higher Education
title_full_unstemmed ''Learning to learn'' in Nursing Higher Education
title_short ''Learning to learn'' in Nursing Higher Education
title_sort learning to learn in nursing higher education
topic aprendizaje basado en problemas
instituciones de enseñanza superior
estudiantes de enfermería
url http://www.scielo.org.co/scielo.php?script=sci_arttext&pid=S0120-53072013000300016&lng=en&tlng=en
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AT miguelangelcarboneromartin learningtolearninnursinghighereducation
AT fernandolaraortega learningtolearninnursinghighereducation
AT pedromartinvillamor learningtolearninnursinghighereducation