Abstract
Attrition is a major concern in schools of nursing, and research shows that it is most prevalent in baccalaureate nursing students as they first encounter their initial nursing and core science courses. Many nursing students are confronted with these challenging courses as they enter their sophomore year in 4-year baccalaureate nursing schools. Nurse educators anticipate that sophomore students have the potential to be self-directed learners; and have the initiative to independently identify and implement resources and strategies for learning. A concept analysis of self-directed learning readiness identified motivation to learn, learner independence, and intellectual curiosity as the primary antecedents of self-directed learning readiness. The purpose of this descriptive correlational study was to explore the relationships among these predictor variables and self-directed learning readiness of prelicensure sophomore baccalaureate nursing students. Imogene King's Theory of Goal Attainment and Malcolm Knowles' Theory of Self-Directed Learning served as a theoretical basis for this study.
Sigma Membership
Zeta Psi
Type
Dissertation
Format Type
Text-based Document
Study Design/Type
Descriptive/Correlational
Research Approach
Quantitative Research
Keywords:
Nursing Student Retention, Perceived Difficulty, Student Confidence
Advisor
Anne Krouse
Degree
PhD
Degree Grantor
Widener University
Degree Year
2013
Recommended Citation
Grandinetti, Maria, "Motivation to learn, learner independence, intellectual curiosity and self-directed learning readiness of prelicensure sophomore baccalaureate nursing students" (2020). Dissertations. 1415.
https://www.sigmarepository.org/dissertations/1415
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All submitting authors or publishers have affirmed that when using material in their work where they do not own copyright, they have obtained permission of the copyright holder prior to submission and the rights holder has been acknowledged as necessary.
Review Type
None: Degree-based Submission
Acquisition
Proxy-submission
Date of Issue
2020-05-18
Full Text of Presentation
wf_yes
Description
This dissertation has also been disseminated through the ProQuest Dissertations and Theses database. Dissertation/thesis number: 3579581; ProQuest document ID: 1508312989. The author still retains copyright.