Self-directed learning competence assessment within different healthcare professionals and amongst students in Italy

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Abstract

In the last few years the significance of life-long learning skills has been greatly realised with regard to adult learning, which is based on self-motivation, engagement in learning and making full use of a person’s resources. In this context, it is paramount that healthcare professionals take responsibility for their profession by being innovative, creative and flexible to change in order to facilitate the adaptation process and encourage responsiveness to change. The main principles can be summarized as lifelong learning, which are strictly linked to self-directed learning. The aims of this study were to describe (a) the self-directed learning competence of Nurses (Registered Nurse, RN) and Radiologist Technicians (RT); (b) the self-directed learning competence of RN and RT students before their graduation. A comparative cross-sectional study approach was adopted; a consecutive sample of RNs and RTs attending continuing education seminars, workshops and other initiatives from 2009 to 2010 were considered for this study. Moreover, all Nursing and Radiology Technicians students about to graduate in the same course and studying in the same region were included. The Self-Rating Scale of Self-Directed Learning (SRSSDL) was used to collect data for the purpose of the study. Eight hundred and forty-seven participants were involved (453 RNs, 141 RTs, 182 RN students and 68 RT students) who obtained an average SRSSDL score of 224.7 (±25.0). RNs and RTs got on average a medium-high score (229.1 ± 22.9 and 219.6 ± 29.2, respectively) and the majority of them (63.8–51.1%) reached a high level of self-directed learning. In order to promote tailored continuing education programs and interprofessional continuing education strategies, and identify the support to offer to healthcare workers according to their needs, educators should be aware of their self-directed learning skills. Therefore, individuals with high competence should adopt different strategies from those who have limited skills. Reflecting on self-directed learning competence of students before their graduation incorporates self-directed learning into the professional continuum and clarifies the University’s contribution in developing this important skill.

Section snippets

Background

Healthcare professionals work in a complex system where constantly changing social and technological aspects represent a serious challenge. These advances require many competences, which need to be frequently refreshed (Bahn, 2007, Cleary and Freeman, 2005, O’Shea, 2003, Riley-Doucet and Wilson, 1997). Continuing education is a vital resource to safeguard and develop healthcare professionals’ competence as well as promoting adaptability and predicting the need of change (Bahn, 2007, Gopee, 2005

Aims

The general aim of the study was to measure self-learning competence amongst different healthcare workers, from the pre-graduation stage throughout their working life. The specific aims of the study were to describe (a) the self-directed learning competence of Registered Nurses (RN) and Radiologist Technicians (RT) and (b) the self-directed learning competence of student nurses and radiologist technicians before graduation.

Study design

A comparative cross-sectional study design was adopted.

Participants

Two different

Participants

A total of 847 people took part in the study, namely 453 (53.7%) RNs, 141 (16.7%) RTs, 182 (21.6%) RN students and 68 (8.1%) RT students. The participants were on average 34.7 years old (±10.8); 635 (75.2%) were female and 209 (24.8%) male. For their characteristics (age, sex, length of service and qualifications) see Table 1.

Self-directed learning competence

On the scale (min 60, max 300), the participants (847) kept an average score of 224.7 (±25.0, range 128–291). 25% obtained a score of 208, 50% of 225 and 75% of 241.

Discussion

In the framework of continuing education, which was made compulsory in Italy through the ECM system, it is becoming more and more important to enhance and validate measuring instruments for self-directed learning competence. In Italy, only one assessment instrument is available, i.e. the Self-Rating Scale of Self-Directed Learning (Williamson, 2007) validated amongst Nurses and Radiologist Technicians (Cadorin et al., 2010, Devetti, 2008). From a cultural point of view, the SRSSDL is suitable

Conclusions and implication for practice

For healthcare workers, the importance of self-directed learning lies in the context in which they operate in an ever-changing healthcare environment. Many efforts are made by Universities and continuing education centers to progressively introduce strategies promoting self-directed learning. However, due to the lack of measuring tools in monitoring the development of self-directed competence through time, a systematic assessment of effectiveness of such efforts is not available yet.

The

Funding

None.

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