ArticleBMC nursing2021
The impact of facilitation in a problem-based pedagogy on self-directed learning readiness among nursing students: a quasi-experimental study in Tanzania.
Article in BMC nursing, 2021. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 14 papers, 1 of them a synthesis that pooled it.
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Who cites it
14 citing papers in PubMed, 1 synthesis or guideline pooled it, 26 citations in OpenAlex.
- Self-directed learning assessment practices in undergraduate health professions education: a systematic review.Medical education online · 2023Pooled it
- Trial
- Effectiveness of an Interactive Web-Based Clinical Practice Monitoring System on Enhancing Motivation in Clinical Learning Among Undergraduate Nursing Students: Longitudinal Quasi-Experimental Study in Tanzania.JMIR medical education · 2025Article
- A Cross-Sectional Survey to Measure Attitude, Self-Reported Practice, Levels, Typology, and Determinants of Lifetime Gambling Behaviors Among Undergraduate Students in Higher Training Institutions, Tanzania.Journal of gambling studies · 2025Article
- Prevalence, Preventive Methods, Health-related Outcomes, and Correlates of Sexual Behaviours among Adolescents in Malinyi District Council, Morogoro region, Tanzania.The East African health research journal · 2025Article
- Applying team-based learning combined with empathy map to improve self-directed learning skills.BMC nursing · 2024Article
- Effects of pecha kucha presentation pedagogy on nursing students' presentation skills: a quasi-experimental study in Tanzania.BMC medical education · 2024Article
- Knowledge, attitude, intentional practice and individualized determinants of COVID-19 vaccine uptake among adults: A cross-sectional study in Tanzania.Nursing open · 2024Article
- An in-depth analysis of the personal factors and their pathways in shaping self-directed learning abilities among undergraduate nursing students.Frontiers in psychology · 2024Article
- Flipped classroom model versus conventional teaching method: effects on nursing students' self-directed learning readiness in a research methodology course.The Pan African medical journal · 2024Article
- Prevalence, medication adherence, and determinants of type 2 diabetes mellitus during Coronavirus Disease 2019 pandemic among adults in Tanzania.SAGE open medicine · 2024Article
- Enhancing pre-school teachers' competence in managing pediatric injuries in Pemba Island, Zanzibar.BMC pediatrics · 2022Article
- Factors Affecting Knowledge and Attitude Towards Hybrid Problem-Based Learning Curriculum Among Academicians of the University of Gondar, Northwest Ethiopia.Advances in medical education and practice · 2022Article
- The spectrum of Self-directed learning perceptions among faculty members and students of Bolan University of Medical and Health Sciences.Pakistan journal of medical sciencesArticle
Corrections and comments
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Authors and funding
3 authors at 3 institutions in 2 countries.
Funding
No grant is acknowledged in the PubMed record.
Abstract
backgroundSelf-directed learning is important in nursing as it is associated with improved clinical and moral competencies in providing quality and cost-effective care among people. However, unethical professional conduct demonstrated by some graduate nurses is linked with the way they are developed in schools alongside the content and pedagogies prescribed in nursing curricula. Pedagogical transformations appear to be inevitable to develop enthusiastic nursing students who can work independently in delivering quality and cost-effective nursing services to people. This study intended to examine the impact of facilitation in a problem-based pedagogy on self-directed learning readiness among undergraduate nursing students in Tanzania.
methodsA controlled quasi-experimental design was conducted in Tanzanian higher training institutions from January to April 2019. A 40-item Self-directed learning Readiness scale for nursing education adopted from previous studies measured self-directed learning and the Student A descriptive analysis via a Statistical Package for Social Sciences software program (version 23) was performed to establish nursing students' socio-demographic characteristics profiles. Independent samples t-test determined mean scores difference of self-directed learning readiness among nursing students between groups while regression analysis was performed to discriminate the effect of an intervention controlled with other co-related factors.
resultsThe post-test results of self-directed learning readiness showed that nursing students scored significantly higher [(M = 33.01 ± 13.17; t (399) = 2.335; 95%CI: 0.486,5.668)] in the intervention group than their counterparts in the control. Findings of SDL readiness subscales were significantly higher among students in the intervention including self-management [(M = 10.11 ± 4.09; t (399) = 1.354; 95%CI: 0.173,4.026)], interest learning [(M = 9.21 ± 2.39; t (399) = 1.189; 95%CI: 0.166,4.323)] and self-control [(M = 13.63 ± 5.05; t (399) = 2.335; 95%CI: 0.486,5.668)]. The probability of nursing students to demonstrate self-directed learning readiness was 1.291 more times higher when exposed to the intervention (AOR = 1.291, p < 0.05, 95%CI: 0.767, 2.173) than in the control.
conclusionFacilitation in a problem-based pedagogy promises to change the spectrum of nursing learning habits potentially to their academic and professional achievements. Nurse tutors need to be empowered with it to prepare nursing students to meet their academic and professional potentials.
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Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.