Abstract
This randomized controlled trial compared the effectiveness of self-directed learning (SDL) and faculty directed, demonstration-return-demonstration learning (DRD) for psychomotor clinical nursing skills and level of knowledge of second year baccalaureate nursing students. The self-directed learning approach of a university was compared to a community college's approach of tutor demonstration-student return demonstration for students from the University. Data were collected using questionnaires measuring academic outcomes after the students were exposed to the different learning approaches. The data were compared for differences in grades in an objective structured clinical examination (OSCE). Findings indicated that students perceived there were differences in the learning process, however there were no differences of interest in most of the academic outcomes. While students did not differ on the total OSCE grade, students using the SDL method received higher grades in only one of the marker stations and students using the DRD method received higher grades in only one marker and one observer station. The group of students receiving the DRD method indicated that they were given enough help from faculty, were allowed sufficient practice time and expected that the SDL method would be more stressful. 30.8% of the students in the SDL group recommended their learning method to future second year students, while 100% of the DRD group recommended the DRD method. Although the outcome appeared not to differ, more students indicated satisfaction with the faculty-directed (DRD) approach.
Similar content being viewed by others
References
American Nurses' Asso ciation (1978). Self-directed continuing education in nursing. Kansas City: American Nurses' Association.
Darbyshire, P. (1993). In defence of pedagogy: Acritique of the notion of andragogy. Nurse Education Today, 13, 328–335.
D'A Slevin, O. & Lavery, M. (1991). Self-directed learning and student supervision. Nurse Education Today, 11, 368–377.
Dixon, E. (1991). Brief: Nurse readiness and time spent in self-directed learning. The Journal of Continuing Education in Nursing, 22(5), 215–217.
Donald, J.G. (1976). Contract for learning. Learning and Development, 7(5).
Erickson G. (1987). Peer evaluation as a teaching-learning strategy in baccalaureate education for community health education. Journal of Nursing Education, 26 (5).
Hagopian, G., Wemett, M., Ames, S.A., Gelein, J., Osborne, E.S. & Humphrey, E. (1982). Comparing two methods to teach physical assessment skills to community health nurses. The Journal of Continuing Education in Nursing, 13(5), 9–13.
Harden, R.M. & Gleeson, F.A. (1979). Assessment of clinical competence using an objective structured clinical examination (OSCE). Medical Education, 13, 41–54.
Hicks-Price, M., Millers, L. & Thurn, K.E. (1983). The guided study: self-directed learning for nurses. Nurse Educator (1983 Winter), 27–33.
Janhonen, S. (1991). Andragogy as a didactic perspective in the attitudes of nurse instructors in Finland. Nurse Education Today, 11, 278–283.
Knowles, M.S. (1979). Andragogy revisited part II. Adult Education, 30(1), 52–53.
Knowles, M.S. (1980). The modern practice of adult education: From pedagogy to andragogy. Chicago: Association Press.
Knowles, M.S. (1984). The adult learner: A neglected species (3rd ed.). Houston: Gulf Publishing Co.
Lamb, M.J. & Henderson, M.C. (1993). Comparison of two methods for teaching advanced arrhythmias to nurses. The Journal of Continuing Education in Nursing, 24(5), 221–226.
Linares, A.Z. (1989). A comparative study of learning characteristics of RN and generic students. Journal of Nursing Education, 28, 354–360.
Majumdar, B. & Westmorland, M.G. (1990). The development of criteria for facilitation and directive tutor skills: The foundation for a faculty evaluation tool. McMaster University, unpublished document.
McKnight, J., Rideout, E., Brown, B., Ciliska, D., Patton, D., Rankin, J. & Woodward, C. (1987). The objective structured clinical examination: An alternative approach to assessing student clinical performance. Journal of Nursing Education, 26(1), 39–41.
Resko, D. (1991). Self-learning in critical care: Adebate. Dimensions of Critical Care Nursing, 10(4), 230–234.
Roberts, J. & Brown, B. (1990). Testing the OSCE: A reliable measurement of clinical nursing skills. The Canadian Journal of Nursing Research, 22(1), 51–59.
Roberts, J. & Norman, G. (1990). Reliability and learning form the objective structured clinical examination. Medical Education, 24, 219–223.
Sutcliffe, L. (1991). Freedom to learn. Nursing Times, 87(35), 43–44.
Vallerand, A.H. (1988). Differences in test performance and learner satisfaction among nurses with varying autonomy levels. The Journal of Continuing Education in Nursing, 19(5), 216–222.
van der Vleuten, C.P.M. & Swanson, D. (1990). Assessment of clinical skills with standardized patients: State of the art. Teaching and Learning in Medicine, 2(2), 58–76.
Weinberg, L.A. & Stone-Griffith, S. (1992). Alternate methods of teaching: Use of self-learning packets. Journal of Post Anaesthesia Nursing, 7(6), 392–397.
Wickenden, A.S. (1989). Self-directed learning in nurse education: A case study on an orthopaedic ward. Doctoral Abstracts International, p. 112.
Wilson, B.K. (1993). Comparison of two teaching strategies for teaching basic nursing skills to baccalaureate nursing students. Doctoral Abstracts International, p. 2233.
Author information
Authors and Affiliations
Rights and permissions
About this article
Cite this article
Majumdar, B., Roberts, J., Knechtel, R. et al. Comparison of Self- and Faculty-Directed Learning of Psychomotor Skills. Adv Health Sci Educ Theory Pract 3, 15–28 (1998). https://doi.org/10.1023/A:1009788629454
Issue Date:
DOI: https://doi.org/10.1023/A:1009788629454