OUTCOMES OF SELF-DIRECTED LEARNING AND TRADITIONAL DIDACTIC LECTURE-BASED METHOD AMONG NURSING STUDENTS IN SOUTHWESTERN NIGERIA

Abstract

Nurse educators are expected to utilise diverse creative, active strategies in teaching Nursing Students (NS). Self-Directed Learning (SDL) is an active educational method that could produce desirable outcomes of lifelong learning skills. Due to increasingly complex healthcare environment of the twenty-first century, SDL is needed for nurses to remain relevant and productive. However, there is dearth of evidence on the use of SDL in comparison with Traditional Didactic Lecture-Based Method (TDLM) among Nigerian NS. The study was designed to assess outcomes of SDL and TDLM among NS in Southwestern Nigeria.

Two-group quasi experimental design was utilised. Three states out of six in Southwestern Nigeria were randomly selected by balloting. Among the sixteen accredited Nursing programmes in the selected states, four schools were selected by balloting, two from hospital-based and two from university-based institutions. They were assigned into two groups through a coin-toss method: one hospital-based and one University-based Nursing programme in each group; Intervention Group (IG) and Control Group (CG). A total of 165 NS consented, and participated from Pre-Intervention (P1) to Post-Intervention (P2): IG had 77 and CG 88 NS. Pre-intervention data were collected using a validated structured-questionnaire on Knowledge of Medical-Surgical Nursing (KMSN), Attitude to Learning (ATL) and Preferred Learning Strategy (PLS). The IG received SDL educational intervention of 2 hours daily, 3 times weekly for 8 weeks in Medical-Surgical Nursing course using an adapted and modified SDL module. The CG had same selected topics taught using TDLM. Both IG and CG were assessed on the topics at P2 by week 8. The knowledge score was categorised as good ≥ 25(50%) and poor ˂25(50%), change in ATL was measured using 240-point attitudinal scale; categorised as positive ≥ 120 and negative ˂120 while PLS was measured with a 50-point scale, categorised as good ≥ 25 and poor ˂25. Data were analysed using descriptive statistics, t-test, Chi-square test and multiple linear regression at α0.05.

The mean age of NS in the two groups was not significantly different in value (IG 20.88±3.52; CG 21.47±2.61), also distribution for gender and type of secondary school attended were similar. The KMSN scores were comparable between IG and CG at P1, both groups had scores below 50% (IG 21.4±6.0; CG 22.4±7.0) while at P2 the IG score was higher (35.1±4.8); CG (27.9±4.2), everyone in the IG obtained a difference in knowledge with scores above 50% also within IG, P2 (35.1±4.8); P1 (21.4±6.0) showing improved performance unlike the CG. The ATL score of IG and CG were similar at P1 but higher at P2 with (IG 202.56±11.74; CG 163.45±11.15) and within IG, P2 (202.56±11.74); P1 (179.79±19.31). This shows improved attitude towards SDL. The PLS scores were comparable at P1 but higher for SDL at P2 between IG (43.29±2.4) and CG (38.38±4.3) and within IG, P2 (43.29.0±2.4); P1 (36.9±4.9), reflecting a preference for SDL.

Self-directed learning enhanced learning outcomes compared to traditional didactic lecture-based method. Therefore, nursing training institutions should provide necessary resources and embrace self-directed learning to produce lifelong learning nursing professionals.