Samarasooriya Ranjanie C, Park Jiyoung, Yoon Sook Hee, Oh Jina, Baek Suyon
J Contin Educ Nurs. 2019 Jan 1;50(1):41-48. doi: 10.3928/00220124-20190102-09.
Although self-directed learning (SDL) has become an essential instrument for educating nursing professionals, little is known about SDL among nurses in a developing country.
Data were collected using a structured self-reporting survey, which included Fisher's Self-Directed Learning Readiness (SDLR) scale, and a multiple linear regression analysis was conducted.
The mean score per item on the SDLR was 4.31 of 5. The learning-related factors that influenced SDLR were motivation for learning and self-efficacy in English proficiency, and the working-related factor was job satisfaction. These variables accounted for 17.6% of the variance in SDLR scores.
The SDLR of nurse learners in Sri Lanka was influenced not only by learning-related factors but also by working-related factors. Therefore, it is necessary to develop multidimensional strategies to strengthen nurses' SDLR. [J Contin Educ Nurs. 2019;50(1):41-48.].
尽管自主学习已成为护理专业人员教育的重要手段，但在一个发展中国家，护士对自主学习的了解却很少。
采用结构化自我报告调查收集数据，该调查包括费舍尔自主学习准备度（SDLR）量表，并进行多元线性回归分析。
SDLR量表各项目的平均得分是4.31（满分5分）。影响SDLR的学习相关因素是学习动机和英语水平的自我效能感，工作相关因素是工作满意度。这些变量占SDLR得分方差的17.6%。
斯里兰卡护士学习者的SDLR不仅受到学习相关因素的影响，还受到工作相关因素的影响。因此，有必要制定多维策略来加强护士的SDLR。[《继续护理学教育杂志》。2019年；50(1):41 - 48。]
