1,720,986 research outputs found
The Self-Rating Scale of Self-Directed Learning tool: findings from a Confirmatory Factor Analysis
No full textIntroduction: Healthcare students and professionals possess self-directed learning abilities at different levels of development. For educators, measuring these abilities allow to tailor teaching and mentoring interventions. The aim of this study was to validate the structure of the Self-Rating Scale of Self-Directed Learning, Italian version (SRSSDL-Ita).
Methods: A cross-sectional study design was adopted involving a convenience sample of 593 healthcare students and professionals. A Confirmatory Factor Analysis was performed to confirm the validity of the measurement model of the original structure of the SRSSDL-Ita.
Results: The Maximum Likelihood Meand-and-Variance (MLMV) to confirmatory factor analysis was used to examine the underlying latent variable structure of the SRSSDL-Ita, which was composed of 40 items. All standardized factor loadings were > 0.42. Latent dimensions were all positively correlated, ranging in magnitude between 0.28 and 0.78. The Chi-square value for the overall model was χ2 (712) = 1,104.273 with p < .001, Root Mean Square Error of Approximation (RMSEA) (90% confidence interval (CI)) = 0.031 (lower bound 0.027; upper bound 0.054) with p = 1.00, and Standardized Root Mean Square Residual (SRMR) = 0.055. The overall interpretation of the fit indices suggests a more than acceptable fit between the hypothesized model and the data. The emerged structure confirms the original structure of the instrument composed of eight factors: “Awareness”, “Attitudes”, “Motivation”, “Learning Strategies”, “Learning Methods”, “Learning Activities”, “Interpersonal Skills” and “Constructing Knowledge”.
Conclusions: The SRSSDL-Ita structure was confirmed. Therefore, SRSSDL-Ita is a valid and practical tool that may contribute to determining learning needs among students and healthcare professionals; helping educators in identifying and implementing strategies to enhance SDL abilities in both groups
Concurrent validity of self-rating scale of self-directed learning and self-directed learning instrument among Italian nursing students
Full text linkBACKGROUND: Self-Directed Learning develops when students take the initiative for their learning, recognising needs, formulating goals, identifying resources, implementing appropriate strategies and evaluating learning outcomes. This should be seen as a collaborative process between the nurse educator and the learner. At the international level, various instruments have been used to measure Self-Directed Learning abilities (SDL), both in original and in culturally-adapted versions. However, few instruments have been subjected to full validation, and no gold standard reference has been established to date. In addition, few researchers have adopted the established tools to assess the concurrent validity of the emerging new tools. Therefore, the aim of this study was to measure the concurrent validity between the Self-Rating Scale of Self-Directed Learning (SRSSDL_Ita) - Italian version and the Self-Directed Learning Instruments (SDLI) in undergraduate nursing students.
METHODS: A concurrent validity study design was conducted in a Bachelor level nursing degree programme located in Italy. All nursing students attending the first, second or third year (n=428) were the target sample. The SRSSDL_Ita, and the SDLI were used. The Pearson correlation was used to determine the concurrent validity between the instruments; the confidence of intervals (CI 95%) bias-corrected and accelerated bootstrap (BCa), were also calculated.
RESULTS: The majority of participants were students attending their first year (47.9%), and were predominately female (78.5%). Their average age was 22.5±4.1. The SDL abilities scores, as measured with the SRSSDL_Ita (min 40, max 200), were, on average, 160.79 (95% CI 159.10-162.57; median 160); while with the SDLI (min 20, max 100), they were on average 82.57 (95% CI 81.79-83.38; median 83). The Pearson correlation between the SRSSDL_Ita and SDLI instruments was 0.815 (CI BCa 95% 0.774-0.848), (p=0.000).
CONCLUSIONS: The findings confirm the concurrent validity of the SRSSDL_Ita with the SDLI. The SRSSDL_Ita instrument can be useful in the process of identifying Self-Directed Learning abilities, which are essential for students to achieve the expected learning goals and become lifelong learners
Instruments evaluating the self-directed learning abilities among nursing students and nurses: a systematic review of psychometric properties
Full text linkAbstract Background Modern healthcare institutions are continuously changing, and Self-Directed Learning (SDL) abilities are considered a prerequisite for both nursing students and nurses in order to be proactive about these demanding challenges. To date, no systematic reviews of existing instruments aimed at detecting and critically evaluating SDL abilities have been published. Therefore, the aims of this review are: 1) identify the instruments for assessment of SDL abilities among nursing students and nurses; 2) critically evaluate the methodological studies quality; and 3) compare the psychometric properties of the available instruments. Methods A psychometric-systematic-review was performed. CDSR, CINAHL, ERIC, MEDLINE, PROSPERO, SCOPUS databases were searched without restrictions in time and setting. All primary studies involving nursing students or nurses, written in English and aimed at validating SDL assessment tools, were included. Studies retrieved were evaluated according to the COnsensus-based-Standards for the selection of health Measurement-INstruments (COSMIN) panel. Study inclusion, data extraction and quality assessment were performed by researchers independently. Results Eleven studies were included and four tools based on Knowles’s theory have emerged: 1) the Self-Directed Learning Readiness Scale; 2) the Self-Directed Learning Readiness Scale for Nursing Education; 3) the Self-Rating Scale of Self-Directed Learning, and 4) the Self-Directed Learning Instrument. A few psychometric properties have been considered in each study, from two to four out of the ten required. The quality of the methodologies used was in general, from fair to poor with the exception of one instrument (the Self-Directed-Learning-Instrument). The psychometric proprieties that emerged across the tools were good in general: the Cronbach α was from 0.73 to 0.91; structural validities have also reported good indexes both in the explorative and in the confirmative factor analyses. Conclusions On the basis of the findings, the Self-Directed-Learning-Instrument can be recommended for the assessment of SDL abilities among nursing students and nurses, given the excellent methodology quality adopted in estimating the psychometric properties. However, rigorous study designs aimed at estimating psychometric properties of tools in wide samples of nursing students and nurses across different stages of professional life, from undergraduate education to professional maturity, in different cultural, educational, and work settings, are strongly recommended
An integrative review of the characteristics of meaningful learning in healthcare professionals to enlighten educational practices in health care
No full textPERCEIVED BARRIERS AND ENABLERS OF NURSING RESEARCH IN THE ITALIAN CONTEXT: FINDINGS FROM A SYSTEMATIC REVIEW. ZAZNANI DEJAVNIKI, KI OVIRAJO IN OMOGOČAJO RAZISKAVE NA PODROČJU ZDRAVSTVENE NEGE V ITALIJI: UGOTOVITVE IZ SISTEMATIČNEGA PREGLEDA
No full textIntroduction: The research capacity of nurses has been reported to be still constrained in several countries,
and not fully implemented in its potentiality due to a large number of factors. Despite its relevance both for
clinical and public health purposes, no summary has been compiled to date regarding factors influencing the
research capacity in the Italian context. Therefore, the primary aim of this review was to identify the barriers
and enablers of conducting research as perceived by Italian nurses.
Methods: We conducted a systematic review. The following databases have been searched: ILISI ® (Indice della
Letteratura Italiana di Scienze Infermieristiche) MEDLINE-via PubMed, CINAHL (Cumulative Index to Nursing and
Allied Health Literature), Ovid, Open Grey, Google Scopus, and Web of Science. Eight studies met the inclusion
criteria.
Results: The studies were mainly descriptive, with two quasi-experimental. A total of seven barriers and four
facilitators of conducting research among Italian nurses were identified. The constraints were poor English
knowledge, technology and library availability and accessibility, understaffing and lack of time, nursing culture
characteristics, lack of nursing leadership support, scarce funding availability, and the bureaucratic ethical
committee process. The facilitators were nursing journal reading, expert research team support, university and
hospital partnerships, and international cooperation.
Conclusions: Given the small number and the high heterogeneity of the emerged studies, this systematic
review provides an initial framework for the constraints that prevent, and the strategies that promote, Italian
nurses’ participation/conducting of research projects that could inform policies in this field
Patients experiences of bedside handover: findings from a meta-synthesis
No full textBedside shift reports have been recently recommended to ensure handovers. However, no evidence summarising studies designed to determine the qualitative approaches capable of better understanding patient experience have been published to date
Instruments for measuring meaningful learning in healthcare students: a systematic psychometric review
No full textTo identify, evaluate and describe the psychometric properties of instruments that measure learning outcomes in healthcare students
Developing an instrument to measure emotional behaviour abilities of meaningful learning through the Delphi technique
No full textAim: To identify items for a new instrument that measures emotional behaviour abilities of meaningful learning, according to Fink's Taxonomy. Background: Meaningful learning is an active process that promotes a wider and deeper understanding of concepts. It is the result of an interaction between new and previous knowledge and produces a long-term change of knowledge and skills. To measure meaningful learning capability, it is very important in the education of health professionals to identify problems or special learning needs. For this reason, it is necessary to create valid instruments. Design: A Delphi Study technique was implemented in four phases by means of e-mail. Methods: The study was conducted from Aprilâ September 2015. An expert panel consisting of ten researchers with experience in Fink's Taxonomy was established to identify the items of the instrument. Data were analysed for conceptual description and item characteristics and attributes were rated. Expert consensus was sought in each of these phases. An 87·5% consensus cut-off was established. Results: After four rounds, consensus was obtained for validation of the content of the instrument â Assessment of Meaningful learning Behavioural and Emotional Abilitiesâ . This instrument consists of 56 items evaluated on a 6-point Likert-type scale. Foundational Knowledge, Application, Integration, Human Dimension, Caring and Learning How to Learn were the six major categories explored. Conclusions: This content validated tool can help educators (teachers, trainers and tutors) to identify and improve the strategies to support studentsâ learning capability, which could increase their awareness of and/or responsibility in the learning process
A cross-sectional study of pedagogical strategies in nursing education: Opportunities and constraints toward using effective pedagogy
Full text linkBedside shift handover implementation quantitative evidence: Findings from a scoping review
No full textTo map the research methods, frameworks, structures, processes and outcomes investigated to date when implementing nursing bedside shift reports (BSRs)
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