A STUDY OF SELF-DIRECTED CONTINUED PROFESSIONAL LEARNING OF MEMBERS OF THE ILLINOIS NURSES' ASSOCIATION: CONTENT AND PROCESS.

Abstract

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240 p.

The major purpose of this study was to explore the content and process of self-directed continued learning in nursing. A secondary aim was to assess the applicability of the Knox model of life-long self-directed education to self-directed continued learning in nursing.The method of study was descriptive survey. A two-part questionnaire was developed. Part I was designed to obtain information related to the content of self-directed continued learning, and Part II to obtain information on its process. The Knox model was used as a basis for identifying present and desired activities of self-directed continued learning. The instrument was assessed for content validity and tested in a trial study prior to use. The mail-administered questionnaire was completed and returned by 266 members of the Illinois Nurses' Association. The nurses represented all major fields of employment, job positions, clinical areas and varied in their educational background in nursing, chronological age and number of years since graduation from the basic educational program.The results of the study included the following general findings and conclusions: (1) The content of the respondents' self-directed continued learning in nursing included subject matter related to the nursing process, professional concerns, interrelated processes and supporting sciences and disciplines. The respondents indicated that they most frequently studied content areas involving subject matter that is process-oriented. (2) The bases for the respondents' use of self-directed rather than other-directed learning in the study of a content area were: individual preference for self-directed study; the presence of a programming problem which prevent attendance; and, reasons indicated by the response "Other." (3) Respondents indicated that a program offered at an inconvenient time/place was the most frequently encountered programming problem, followed by the problems of a program not oriented to their needs, unawareness of a program offered in a content area and prohibitive cost of a program. (4) The respondents' perceived effectiveness of self-directed study in learning a content area varied with the content area studied. An association between frequency of study and perceived effectiveness of self-directed study of a content area was suggested, as well as an association between perceived effectiveness of self-directed study of a content area and the relevancy of that area to the respondents' practice setting. (5) There were significant relationships between the frequency of study of content areas, basis for selecting self-directed learning as a mode of learning content areas, perceived effectiveness of self-directed study and the nurses' field/place of employment, job position, major clinical teaching/practice area, basic educational preparation in nursing and the number of years since graduation from the basic nursing program. (6) The process of the respondents' self-directed continued learning in nursing included the performance of learning activities related to: assessing needs, setting objectives, considering environmental factors in learning, conducting learning activities and evaluating. (7) The Knox model of life-long self-directed education formed a workable basis for identifying the respondents' present and desired activities of self-directed continued learning in nursing, and it served to identify a certain learning pattern of the respondents. (8) The Knox model appeared to be related to the respondents' performed and desired activities of self-directed continued learning in nursing. (9) The respondents indicated that nearly all activities of the model would be performed more frequently if resources and/or assistance were provided.