Use of Self-Directed Learning Modules during the Orientation Program for Professional Nurses

摘要

The goal of a nurse orientation program is to enable the professional nurse to function at his or her highest level of competence and efficiency in the delivery of quality nursing care to hospitalized patients. However, participants in orientation programs often finish these programs often finish these programs suffering from confusion, frustration, and insecurity. In an effort to develop a more satisfactory program, this study incorporated self-directed learning modules into a nurse orientation program, and attempted to determine if use of these modules led to significant cognitive gains in contrast with the teacher-directed approach. Surveys assessed participants' cognitive gains, attitudinal changes, and effective transfer of learning. Statistical results revealed no significant differences in any of these three elements; however, some significant positive differences were found in the content areas of aging, depression, and suicide. Although the subjective reaction to the study was for the most part positive, the author expects that a larger, randomized sample population would be more likely to show greater cognitive gains and better objective results in terms of skills and practice than the small experimental group used in this study. A review of pertinent literature is included. The appendices contain samples of the learning modules and assessment surveys used in the study.