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SELF-DIRECTED LEARNING 1

 

Chamberlain Early Assessment Program 

Focused Ac vity 

Topic Area  Self‐Directed Learning 

Focused Objec ve: Enhance your abili es as self‐directed learner

Self‐Directed Learning 

  Self‐directed learning is essen al for professional nurses to best meet the challenges in keeping up knowledge and skills in today’s fast‐paced health care environment. Self‐directed learning can be challenging, even for the brightest and most mo vated students.

“In its broadest meaning, ’self‐directed learning’ describes a process by which individuals  take the initiative, with our without the assistance of others, in diagnosing their learning  needs, formulating learning goals, identify human and material resources for learning,  choosing and implement appropriate learning strategies, and evaluating learning  outcomes.” 

Of primary concern in this definition of SDL is the fact the learner takes: 1) the initiative to pursue a learning experience, and 2) the responsibility for completing their learning. Once the initiative is taken, the learner assumes complete responsibility and accountability for defining the learning experience and following it through to its conclusion. This does not preclude input from others, but the final decision is the learner’s. Self‐direction does not mean the learner learns alone or in isolation. While that may be the case in any given learning situation, the critical factor is the fact the learner is driving the total learning experience, beginning with recognizing a need to learn. Four Steps to Self‐Directed Learning  This sec on outlines key components of self‐directed learning – being ready to learn, se ng learning goals, engaging in the learning process, and evalua ng learning.

1. Being ready to learn. Various skills and attitudes towards learning are required for successful self‐ directed learning. This step required you to analyze your current situation, study habits, family situation, and support network both at school and at home. As you continue in your nursing program, progress in your coursework and new learnings will be useful. Signs of readiness for self‐ directed learning include being: autonomous, organized, self‐disciplined, able to communicate effectively, able to accept constructive feedback, and engage in self‐evaluation and self‐reflection.

 

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SELF-DIRECTED LEARNING 2

When you think about your own readiness for self‐directed learning, which of these signs  describe you?  Why do you think these signs describe you? 

Which of these signs of readiness for self‐directed learning do you need to work on?  How will  you plan to work on these areas? 

2. Setting learning goals. Communicating learning goals and developing learning contracts are recommended tools for successful self‐directed learning experiences. It is recommended that you share your learning contract with your faculty and/or advisor for their feedback and additional thoughts. Learning goals should address:

 Course or module objectives  Structure and sequencing of activities for the self‐directed learning  A timeline for completion of activities  A plan to communicate progress with faculty or preceptors  An evaluation plan

3. Engaging in the learning process. It is important that you understand yourself as a learner to

understand your needs as a self‐directed learner. Answer the following questions to better understand your learning style. Check one of the boxes next to the statement which best describes your learning style.

How do you prefer to process informa on?     

I learn best by doing something with informa on. I prefer to process informa on by talking about it and trying it out.

I learn best by thinking about informa on. I prefer to think things through and understand things before ac ng.

If you selected the first choice, you are an ac ve learner. If you selected the second choice, you are a reflec ve learner.

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SELF-DIRECTED LEARNING 3

How do you prefer to take in informa on?   

I prefer to take in information that is concrete and practical. I tend to be oriented towards details, facts, and figures and prefer to use proven procedures. I am realistic and like practical applications.

I prefer to take in information that is abstract, original, and oriented towards theory. I tend to look at the big picture and try to grasp overall patterns. I like discovering possibilities and relationships and working with ideas.

If you selected the first choice, you are a sensing learner. If you selected the second choice, you are an intui ve learner. How do you prefer informa on to be presented?   

I prefer visual presentations of material – diagrams, charts, graphs, pictures. I prefer explanations with words – both written and spoken.

If you selected the first choice, you are a visual learner. If you selected the second choice, you are a verbal learner. How do you prefer to organize informa on?   

I prefer to organize information in a linear, orderly fashion. I prefer to organize information more holistically and in a seemingly random

manner. If you selected the first choice, you are a sequen al learner. If you selected the second choice, you are a global learner.

4. Evaluating learning style.  There is really no “right or wrong” answers above when it comes to one’s

learning style. It is important that you recognize the characteristics of your own learning style and how that impacts how you take in and learn new information, and how you may relate past and new knowledge in order to apply your learning.  

Final Words – Focusing on Success in Your Nursing Program 

 Be open and able to engage in self‐reflection and self‐evaluation of learning goals and progress in a unit of study.

 Consult regularly with your advisor and course faculty.  Engage in self‐validation of achievements, but also have the motivation to seek feedback on

progress and ideas from the advising faculty member or other available resources.

1. you plan to work on these areas:
2. Readiness self-learning: