Self-directed learning efforts of learning-oriented registered nurses

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dc.contributor.authorFalconer, Lloy Elizabeth Annen_US
dc.date.accessioned2024-08-13T22:16:27Z
dc.date.available2024-08-13T22:16:27Z
dc.date.copyright1980en_US
dc.date.issued1980
dc.degree.departmentFaculty of Education
dc.degree.departmentDepartment of Curriculum and Instruction
dc.degree.levelMaster of Arts M.A.en
dc.description.abstractThe purpose of this study was to investigate the relationship between learning-oriented adults and their self-directed learning efforts. A self-directed learning effort was defined as a series of related episodes totall­ing a minimum of seven hours within a specific six-month period, during which the major purpose was to learn. A particular focus was the use of different types of planners of self-directed activities-the learner-as planner, the group-as-planner, an instructor in a one-to-one relation­ship, and an inanimate object or non-human resource as planner. Subjects were twelve Registered Nurses identified by Boshier's Education Participation Scale as having a learning­ orientation. Eleven of these women were interviewed in small groups of two and three for approximately one hour, and one woman was interviewed on an individual basis for approxi­mately the same length of time. The group interview tech­nique was extremely effective in eliciting needed data. The rank order use of planner categories was similar to that reported in earlier research. That is, the learner­-as-planner category contained the highest rate of participation, the group-as-planner category was second, the one-to-one relationship was third, and finally the non-human resource as planner. However, the data indicated that the learning-oriented professional women relied somewhat more heavily on the group-as-planner and less heavily on the learner-as-planner than did the population as a whole. The typical learning-oriented professional woman devoted 618 hours to self-directed learning within a six-month period, or 25.8 hours per week, and participated in 10.3 self-directed learning efforts in that same time period. This time constituted approximately five hours more per week devoted to self-directed learning than other previously studied groups of professionals and close to twice as many actual self-directed learning efforts. A test of specific hypotheses suggested that the learning-oriented subjects in this study used planner categories in a significantly differ­ent way than previously studied self-directed learners. Vocational subject matter accounted for 27.4% of the self-directed learning efforts and the hobbies and recreation subject matter category was next with 25% of the self-directed learning efforts. The learning-oriented professional women suggested that satisfaction previously felt by participating in a specific planner category had motivated, or was then motivating them, to participate in that same planner category. It was recommended that the learning activities of learning-oriented adults and the natural inclination of adults to share their excitement about learning be examined further by educational institutions and professional organizations.en_US
dc.format.extent206 pages
dc.identifier.urihttps://hdl.handle.net/1828/17728
dc.rightsAvailable to the World Wide Weben_US
dc.titleSelf-directed learning efforts of learning-oriented registered nursesen_US
dc.typeThesisen_US

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