Lifelong learning strategies in nursing
A systematic review
Keywords:
Lifelong learning, Nursing education, Systematic reviewAbstract
Background: Lifelong learning is an expectation in the professional performance of nurses, which is directly related to the success of students in nursing schools. In spite of the considerable attention paid to this issue, lifelong learning strategies are not fully understood.
Objective: The aim of this study was to clarify lifelong learning strategies of nursing students with respect to international experience.
Methods: In this systematic review, an extensive investigation was carried out using Persian and English studies in Pub Med, ProQuest, Cochrane, Ovid, Scopus, Web of Science, SID, and Iran Doc using the following keywords: lifelong learning, self-directed learning, lifelong learning model, continuing education, nursing education, and lifelong program. Finally, 22 articles published from 1994 to 2016 were selected for the final analysis. Data extracted from the selected articles was summarized and classified based on the research questions.
Results: In this study, 8 main themes, namely intellectual and practical independence, collaborative (cooperative) learning, researcher thinking, persistence in learning, need-based learning, learning management, suitable learning environment, and inclusive growth, were extracted from the article data.
Conclusion: Having identified and clarified lifelong learning strategies in nursing, it is recommended to use the research findings in the programs and teaching systems of nursing schools. Use of strategies of lifelong learning will led to increased quality of education, development of nursing competency and finally, increased quality of patient care.
References
NLN. Academic progression in nursing education: a living document from the National League for
Nursing. 2011.
Institute of Medicine. Committee on Planning a Continuing Health Care Professional Education Institute.
Redesigning continuing education in the health professions. Washington (DC): The National Academies
Press; 2010.
Kember D, Leung D, Ma R. Characterising learning environment capable of nurturing generic capabilities
in higher education. Research in Higher Education. 2007; 48: 609-31. doi: 10.1007/s11162-006-9037-0.
Ambrósio S, Araújo e Sá MH, Simões AR. Lifelong Learning in Higher Education: The Development of
Non-traditional Adult Students’ Plurilingual Repertoires. Procedia - Social and Behavioral Sciences. 2014;
: 3798-804. doi: 10.1016/j.sbspro.2014.01.844.
UNESCO Institute for Lifelong Learning. Annual Report 2013. 2014.
Nayda N, Rankin E. Information literacy skill development and life long learning: exploring nursing
students' and academics' understandings. Australian Journal of Advanced Nursing. 2008; 26(2): 27-33.
Tan C, Morris J. Undergraduate college students, laptop computers, and lifelong learning. The Journal of
General Education. 2005; 54(4): 316-38. doi: 10.1353/jge.2006.0013.
O'Shea E. Self-directed learning in nurse education: a review of the literature. J Adv Nurs. 2003; 43(1): 62- 70. doi: 10.1046/j.1365-2648.2003.02673.x. PMID: 12801397.
Winch C. Learning how to learn: a critique. Journal of Philosophy of Education. 2008; 42(3-4): 649-65.
doi: 10.1111/j.1467-9752.2008.00644.x.
Ponton M, Cerrick M, Carr P. The relationship between resourcefulness and persistence in adult
autonomous learning. Adult Education Quarterly. 2005; 55(2): 116-28. doi: 10.1177/0741713604271848.
Yousefi A, Gordanshekan M. A review of self-directed learning development. Iranian Journal of Education
in Medical Sciences. 2010; 10(5): 776-83.
Dehnad A, Afsharian F, Hosseini F, Arabshahi SKS, Bigdeli S. Pursuing a Definition of Self-directed
Learning in Literature from 2000–2012. Procedia - Social and Behavioral Sciences. 2014; 116(0): 5184-7.
doi: 10.1016/j.sbspro.2014.01.1097
Ionela AM. The Role of Lifelong Learning in the Growth of Employment and Labour Efficiency. The Case
of Romania. Procedia - Social and Behavioral Sciences. 2012; 46(0): 4399-403. doi:
1016/j.sbspro.2012.06.262.
Laszlo H, Strettle RJ. Midwives' motivation for continuing education. Nurse education today. 1996; 16(5):
-7. doi: 10.1016/S0260-6917(96)80010-4.
Avdal EU. The effect of self-directed learning abilities of student nurses on success in Turkey. Nurse
education today. 2013; 33(8): 838-41. doi: 10.1016/j.nedt.2012.02.006.
Ryan D, Waterston R. Transforming continuing education materials for on-line learning. J Telemed
Telecare. 2000; 6 Suppl 2: S64-6. doi: 10.1258/1357633001935626. PMID: 10975107.
Jarvis P. Lifelong education and its relevance to nursing. Nurse education today. 2005; 25(8): 655-60. doi:
1016/j.nedt.2005.09.005.
Çelebi N, Özdemir H, Eliçin Ö. Studying Level of Awareness of Teachers in Terms of their Lifelong
Learning Skills. Procedia - Social and Behavioral Sciences. 2014; 116(0): 2030-8. doi:
1016/j.sbspro.2014.01.515.
Davis L, Taylor H, Reyes H. Lifelong learning in nursing: a Delphi study. Nurse Educ Today. 2014; 34(3):
-5. doi: 10.1016/j.nedt.2013.04.014. PMID: 23664106.
Şenyuva E, Çalışkan F. Lifelong Learning Perception Metaphoric of Nurses. Procedia - Social and
Behavioral Sciences. 2014; 152(0): 372-8. doi: 10.1016/j.sbspro.2014.09.214.
Ainoda N, Onishi H, Yasuda Y. Definitions and goals of "self-directed learning" in contemporary medical
education literature. Ann Acad Med Singapore. 2005; 34(8): 515-9. PMID: 16205831.
Chiang VCL, Leung SSK, Chui CYY, Leung AYM, Mak YW. Building life-long learning capacity in
undergraduate nursing freshmen within an integrative and small group learning context. Nurse education
today. 2013; 33(10): 1184-91. doi: 10.1016/j.nedt.2012.05.009.
Li ST, Tancredi DJ, Co JP, West DC. Factors associated with successful self-directed learning using
individualized learning plans during pediatric residency. Acad Pediatr. 2010; 10(2): 124-30. doi:
1016/j.acap.2009.12.007. PMID: 20206911.
Lee AC, Tiwari AF, Hui Choi EW, Yuen KH, Wong A. Hong Kong nurses' perceptions of and
participation in continuing nursing education. J Contin Educ Nurs. 2005; 36(5): 205-12. PMID: 16218008.
Horsley T, O'Neill J, McGowan J, Perrier L, Kane G, Campbell C. Interventions to improve question
formulation in professional practice and self-directed learning. Cochrane Database Syst Rev. 2010; (5):
Cd007335. doi: 10.1002/14651858.CD007335.pub2. PMID: 20464753.
Huggins K. Lifelong learning--the key to competence in the intensive care unit? Intensive Crit Care Nurs.
; 20(1): 38-44. doi: 10.1016/j.iccn.2003.10.001. PMID: 14726252.
Patterson C, Crooks D, Lunyk-Child O. A new perspective on competencies for self-directed learning. J
Nurs Educ. 2002; 41(1): 25-31. PMID: 11843104.
Lunyk-Child OI, Crooks D, Ellis PJ, Ofosu C, O'Mara L, Rideout E. Self-directed learning: faculty and
student perceptions. J Nurs Educ. 2001; 40(3): 116-23. PMID: 11302539.
Murad MH, Varkey P. Self-directed learning in health professions education. Ann Acad Med Singapore.
; 37(7): 580-90. PMID: 18695772.
Nadi MA, Gordanshekan M, Golparvar M. Effect of critical thinking, problem solving, and metacognition
teaching on self-directed learning in students. Research in Curricula. 2011; 8(1-2): 53-61.
Hewitt-Taylor J. Self-directed learning: views of teachers and students. J Adv Nurs. 2001; 36(4): 496-504.
doi: 10.1046/j.1365-2648.2001.02001.x. PMID: 11703543.
Griscti O, Jacono J. Effectiveness of continuing education programmes in nursing: literature review. J Adv
Nurs. 2006; 55(4): 449-56. doi: 10.1111/j.1365-2648.2006.03940.x. PMID: 16866840.
Ebadi A, Vanaki Z, Nahrir B, Hekmatpour D. Pathology of Continuing Educational Programs in Iran
Medical Society. Strides Dev Med Educ. 2007; 4(2): 140-5.
Li ST, Paterniti DA, Co JP, West DC. Successful self-directed lifelong learning in medicine: a conceptual
model derived from qualitative analysis of a national survey of pediatric residents. Acad Med. 2010; 85(7):
-36. doi: 10.1097/ACM.0b013e3181e1931c. PMID: 20592521.
Cheng YM. Exploring the roles of interaction and flow in explaining nurses' e-learning acceptance. Nurse
education today. 2013; 33(1): 73-80. doi: 10.1016/j.nedt.2012.02.005.
Kim M, Park SY. Factors Affecting the Self-directed Learning of Students at Clinical Practice Course for
Advanced Practice Nurse. Asian Nurs Res (Korean Soc Nurs Sci). 2011; 5(1): 48-59. doi: 10.1016/s1976- 1317(11)60013-3. PMID: 25029949.
Armstrong EG, Barsion SJ. Creating "innovator's DNA" in health care education. Acad Med. 2013; 88(3):
-8. doi: 10.1097/ACM.0b013e318280cb7b. PMID: 23348085.
Baeten M, Dochy F, Struyven K. The effects of different learning environments on students' motivation for
learning and their achievement. Br J Educ Psychol. 2013; 83(Pt 3): 484-501. doi: 10.1111/j.2044- 8279.2012.02076.x. PMID: 23822533.
Harvey BJ, Rothman AI, Frecker RC. Effect of an undergraduate medical curriculum on students' self- directed learning. Acad Med. 2003; 78(12): 1259-65. doi: 10.1097/00001888-200312000-00015. PMID:
Veiskarami H, Geravand H, Naserian H, Afsharizade SE, Montazeri R, Mohammadzade Qasr A. A
comparative analysis of functions of thinking style with self-directed learning in nursing and midwifery
students of Mashhad University of Medical Sciences. Research in Medical Sciences Education. 2012; 4(2):
-62.
Frankford DM, Patterson MA, Konrad TR. Transforming practice organizations to foster lifelong learning
and commitment to medical professionalism. Acad Med. 2000; 75(7): 708-17. doi: 10.1097/00001888- 200007000-00012. PMID: 10926021.
Talati JJ. Lifelong learning: Established concepts and evolving values. Arab Journal of Urology. 2014;
(1): 86-95. doi: 10.1016/j.aju.2013.11.001.
Miflin BM, Campbell CB, Price DA. A conceptual framework to guide the development of self-directed,
lifelong learning in problem-based medical curricula. Med Educ. 2000; 34(4): 299-306. doi:
1046/j.1365-2923.2000.00564.x. PMID: 10733727. 44) Hosseini Bidokht M, Assareh A. Life-long learners through problem-based and self directed learning.
Procedia Computer Science. 2011; 3: 1446-53. doi: 10.1016/j.procs.2011.01.028.
Harun NF, Yusof KM, Jamaludin MZ, Helmi Syed Hassan SA. Motivation in Problem-based Learning
Implementation. Procedia - Social and Behavioral Sciences. 2012; 56(0): 233-42. doi:
1016/j.sbspro.2012.09.650.
Embo M, Driessen E, Valcke M, van der Vleuten CP. A framework to facilitate self-directed learning,
assessment and supervision in midwifery practice: a qualitative study of supervisors' perceptions. Nurse
Education in Practice. 2014; 14(4): 441-6. doi: 10.1016/j.nepr.2014.01.015.
Omer TY, Suliman WA, Thomas L, Joseph J. Perception of nursing students to two models of
preceptorship in clinical training. Nurse Educ Pract. 2013; 13(3): 155-60. doi: 10.1016/j.nepr.2013.02.003.
PMID: 23485569.
Mahler SA, Wolcott CJ, Swoboda TK, Wang H, Arnold TC. Techniques for teaching electrocardiogram
interpretation: self-directed learning is less effective than a workshop or lecture. Med Educ. 2011; 45(4):
-53. doi: 10.1111/j.1365-2923.2010.03891.x. PMID: 21401682.
Collins J. Lifelong learning in the 21st century and beyond. Radiographics. 2009; 29(2): 613-22. doi:
1148/rg.292085179. PMID: 19325069.
Trewet CB, Fjortoft N. Evaluation of the impact of a continuing professional development worksheet on
sustained learning and implementing change after a continuing pharmacy education activity. Res Social
Adm Pharm. 2013; 9(2): 215-21. doi: 10.1016/j.sapharm.2012.06.002. PMID: 22999803.
Kell C, van Deursen R. Does a Problem-solving Based Curriculum Develop Life-long Learning Skills in
Undergraduate Students? Physiotherapy. 2003; 89(9): 523-30. doi: 10.1016/S0031-9406(05)60178-2.
Vaezi A, Vanaki Z, Ahmadi F. Clarification of nurses experience with the nursing continuing education
context: a qualitative study. Yazd Medical Sciences Education Development and Studies Center. 2012;
(3): 2-15.
Miller J, Bligh J, Stanley I, al Shehri A. Motivation and continuation of professional development. Br J
Gen Pract. 1998; 48(432): 1429-32. PMID: 9800406, PMCID: PMC1313141.
Alavi M, Abedi HA. Nursing students experience and understanding of the notion of effective tutor in
clinical education. Iranian Journal of Medical Sciences Education. 2007; 7(2): 325-34.
Klug J, Krause N, Schober B, Finsterwald M, Spiel C. How do teachers promote their students' lifelong
learning in class? Development and first application of the LLL Interview. Teaching and Teacher
Education. 2014; 37: 119-29. doi: 10.1016/j.tate.2013.09.004.
Chow FLW, Suen LKP. Clinical staff as mentors in pre-registration undergraduate nursing education:
students’ perceptions of the mentors’ roles and responsibilities. Nurse Educ Today. 2001; 21(5): 350-8. doi:
1054/nedt.2001.0569. PMID: 11403581.
Mokhtari Nouri J, Ebadi A, Alhani F, Rejheh N. Importance of model-based teaching in educating nursing
students. Education Strategies. 2010; 3(4): 149-54.
Karimi Movasaqi H, Yazdi Moqadam H. Role modeling and mentoring in nursing education: a review.
Journal of Research in Medical Sciences Education, Gilan University of Medical Sciences. 2014; 6(1): 58- 70.
Lioyd-Jones G, Hak T. Self-directed learning and student pragmatism. Adv Health Sci Educ Theory Pract.
; 9(1): 61-73. doi: 10.1023/B:AHSE.0000012228.72071.1e. PMID: 14739762.
Duke C, Hinzen H. University Engagement and the Post-2015 Agenda. What are the Roles and Functions
to Support Adult Education and Lifelong Learning? Procedia - Social and Behavioral Sciences. 2014;
(0): 29-35. doi: 10.1016/j.sbspro.2014.07.582.
Andersen LT. Occupational therapy practitioners' perceptions of the impact of continuing education
activities on continuing competency. Am J Occup Ther. 2001; 55(4): 449-54. PMID: 11723990.
Glass N, Walter R. An experience of peer mentoring with student nurses: enhancement of personal and
professional growth. J Nurs Educ. 2000; 39(4): 155-60. PMID: 10782759
Published
Issue
Section
License
Copyright (c) 2020 KNOWLEDGE KINGDOM PUBLISHING
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
