Strides in Development of Medical Education

Midwifery Students SelfDirected Learning Readiness

Document Type : Original Article

Authors

Elham Azmoudeh 1
Hossein Karimi Moonaghi 2

1 M.Sc. in Midwifery, Lecturer, Department of Midwifery, Torbat Heidariye University of Medical Sciences, Torbat Heidariye, Iran

2 Ph.D. in Nursing, Associate Professor, Department of Internal-Surgical Nursing, School of Nursing and Midwifery, Mashhad University of Medical Sciences, Mashhad, Iran

Abstract
Background & Objective: Due to the increasing development of knowledge and constant encountering of new dimensions of modern treatmentcare procedures the ability to use selfdirected learning methods is considered as an important professional competency for midwifery students Thus evaluation of factors effective on the selfdirected learning procedure is of grave importance The aim of this study was to determine the readiness of midwifery students of Mashhad University of Medical Sciences Iran for selfdirected learning and identify its effective factors Methods: In this descriptive analytical study 170 undergraduate and masters students in midwifery and PhD students in reproductive health participated Data gathering instruments included Fishers SelfDirected Learning Readiness Scale (SDLRS) and the Effective Factors on SelfDirected Learning Inventory Data were analyzed using SPSS software and descriptive and inferential statistical methods Results: The mean age of the participants was 2403 ± 571 years In addition 707% of students had high scores in SDLRS There were significant differences in students SDLRS scores based on educational degree age degree of interest in the educational field marital status and occupation (P < 005) Conclusion: The results showed that individuals at risk of low selfdirected learning capability can be identified based on degree of interest in their educational field age marital status and occupation

Keywords

Self
directed learning
Management
Control
Desire for learning
midwifery student
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Strides in Development of Medical Education
Volume 12, Issue 3
2015
Pages 512-524

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