Self-directed learning: faculty and student perceptions.

This article reports the results of a qualitative study that explored faculty and student perceptions of self-directed learning (SDL) and investigated factors that facilitate or impede it. This study was conducted at McMaster University with faculty and students in a 4-year undergraduate nursing program. Data were collected from 47 faculty and 17 students by means of focus groups that were audiotaped and transcribed. Content analysis was conducted to identify common themes in faculty and student transcripts. The themes that emerged provide insight into the educational strategy of self-directed learning and can be summarized by the following major points: (1) commitment to SDL requires students and faculty to understand the value of empowering learners to take increased responsibility for decisions related to learning; (2) students engaged in self-directed learning undergo a transformation that begins with negative feelings (i.e., confusion, frustration, and dissatisfaction) and ends with confidence and skills for lifelong learning; and (3) faculty development is important to ensure high levels of competency in facilitating self-directed learning.

Continuing education: are conferences and workshops the link for hospital employed nurses?

The purpose of this paper is to describe the results of a questionnaire which indicated that hospital employed Registered Nurses (RNs) in the Southern Ontario areas of Hamilton and Toronto (Canada) demonstrated greater interest in attending conferences and workshops, than in any other continuing educational activities over the previous 3 years. The continuing education activities that were evaluated were: upgrading courses offered by colleges; credit courses provided by universities; in-service education presented at hospitals; reading professional journals; as well as attendance at conferences and workshops. The section of the questionnaire presented in this report explored whether any relationships exist between age, marital status, parental status and RNs participation in conferences and workshops. The questionnaires also explored whether the formal education at the time of the initial registration as an RN, and the number of years employed as an RN influenced RNs participation in the two continuing educational activities (conferences and workshops). Concerns or barriers to continuing education as identified by the RNs were also surveyed.