Abstract
Self-directed lifelong learning is an important competency for nursing students to meet their professional development, yet it can be challenging for some students to acquire self-directed learning skills in a clinical context. A framework based on Hiemstra and Brockett’s “Person, Process, Context” model was developed to promote nurses' self-directed lifelong learning. The implication stems from our expectation that the framework can accelerate the development of interpersonal and intellectual skills valuable to a nursing student’s lifelong learning process.
References
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Articles in the same Issue
- Validity and Reliability of the Arabic Version of the Incivility in Nursing Education-Revised Scale
- A, B, or C? A Quasi-experimental Multi-site Study Investigating Three Option Multiple Choice Questions
- Impact of Socio-Emotional Skills On The Performance of Clinical Nursing Practices
- Exploring Faculty Perceptions about Simulation Training: Influence on Career, Confidence, Knowledge and Skill Acquisition and Competence
- Adverse Event Disclosure Training for Nursing Students: Peer Role-Play and Simulated Patients
- International Nursing Program Accreditation
- Succession Planning in Nursing Academia: A Scoping Review
- Practicing Leadership Skills through Peer Mentoring and Teaching: the Lived Experience of BSN Students
- Pediatric Practicums Conducted in School Settings: An Integrative Review
- Analysis of Medication Errors and near Misses Made by Nursing Students
- Using “Knowing That” and “Knowing How” to Inform Learning of Peripheral Vein Cannulation in Nursing Education
- Self-Directed and Lifelong Learning: A Framework for Improving Nursing Students’ Learning Skills in the Clinical Context
- Jordanian Nursing Student and Instructor Perceptions of the Clinical Learning Environment
- Academic Partnerships: Social Determinants of Health Addressed though Service Learning
- Student Perception of the Flipped Classroom in Nursing Education
- A Cognitive Load Theory Simulation Design to Assess and Manage Deteriorating Patients
- Student Nurses’ Perceptions About Older People
- Nursing Students’ Perceived Self-Efficacy and the Generation of Medication Errors with the Use of an Electronic Medication Administration Record (eMAR) in Clinical Simulation
- Reflecting on Leadership Development through Community Based Participatory Action Research
- Holistic Nursing Values in Nurse Practitioner Education
- Developing Reflective Thinking through Poetry Writing: Views from Students and Educators
- Exploring an Innovative Course Delivery Method for Accelerated BSN Students
- Becoming a Transformative Nurse Educator: Finding Safety and Authenticity
- Identifying Indicators of National Council Licensure Examination for Registered Nurses (NCLEX-RN) Success in Nursing Graduates in Newfoundland & Labrador
- Evaluation of Bachelor’s Degree Nursing Program Assessment by Nurses Working at A University Hospital: A Cross-Sectional Study from Turkey
- Providing Personal Care to Patients: the Role of Nursing Students’ Emotional Labor
- Focused on the Objective: Experience of Male Combat Veterans in BSN Programs
- The Work of Preparing Canadian Nurses for A Licensure Exam Originating from the USA: A Nurse Educator’s Journey into the Institutional Organization of the NCLEX-RN
- An Evaluation of Simulation Debriefings on Student Nurses’ Perceptions of Clinical Reasoning and Learning Transfer: A Mixed Methods Study
- Nursing Education Challenges from Saudi Nurse Educators’ and Leaders’ Perspectives: A Qualitative Descriptive Study
- An Exploration of the Clinical Accommodation Process for Nursing Students with Physical Disabilities Using Grounded Theory
- The Relation of Satisfaction, Self-Confidence and Emotion in a Simulated Environment
- Structure and Content of a New Entrance Exam to Select Undergraduate Nursing Students
- An Unfolding Case Study: Supporting Contextual Psychomotor Skill Development in Novice Nursing Students
- Challenges in Implementing an E-Learning Education Program for Syringe Pump Use
- Teaching Basic Nursing Care: Nurse Preceptors’ Perceptions about Changing the Teaching Context from the Clinical Setting to a School Simulation Lab
Articles in the same Issue
- Validity and Reliability of the Arabic Version of the Incivility in Nursing Education-Revised Scale
- A, B, or C? A Quasi-experimental Multi-site Study Investigating Three Option Multiple Choice Questions
- Impact of Socio-Emotional Skills On The Performance of Clinical Nursing Practices
- Exploring Faculty Perceptions about Simulation Training: Influence on Career, Confidence, Knowledge and Skill Acquisition and Competence
- Adverse Event Disclosure Training for Nursing Students: Peer Role-Play and Simulated Patients
- International Nursing Program Accreditation
- Succession Planning in Nursing Academia: A Scoping Review
- Practicing Leadership Skills through Peer Mentoring and Teaching: the Lived Experience of BSN Students
- Pediatric Practicums Conducted in School Settings: An Integrative Review
- Analysis of Medication Errors and near Misses Made by Nursing Students
- Using “Knowing That” and “Knowing How” to Inform Learning of Peripheral Vein Cannulation in Nursing Education
- Self-Directed and Lifelong Learning: A Framework for Improving Nursing Students’ Learning Skills in the Clinical Context
- Jordanian Nursing Student and Instructor Perceptions of the Clinical Learning Environment
- Academic Partnerships: Social Determinants of Health Addressed though Service Learning
- Student Perception of the Flipped Classroom in Nursing Education
- A Cognitive Load Theory Simulation Design to Assess and Manage Deteriorating Patients
- Student Nurses’ Perceptions About Older People
- Nursing Students’ Perceived Self-Efficacy and the Generation of Medication Errors with the Use of an Electronic Medication Administration Record (eMAR) in Clinical Simulation
- Reflecting on Leadership Development through Community Based Participatory Action Research
- Holistic Nursing Values in Nurse Practitioner Education
- Developing Reflective Thinking through Poetry Writing: Views from Students and Educators
- Exploring an Innovative Course Delivery Method for Accelerated BSN Students
- Becoming a Transformative Nurse Educator: Finding Safety and Authenticity
- Identifying Indicators of National Council Licensure Examination for Registered Nurses (NCLEX-RN) Success in Nursing Graduates in Newfoundland & Labrador
- Evaluation of Bachelor’s Degree Nursing Program Assessment by Nurses Working at A University Hospital: A Cross-Sectional Study from Turkey
- Providing Personal Care to Patients: the Role of Nursing Students’ Emotional Labor
- Focused on the Objective: Experience of Male Combat Veterans in BSN Programs
- The Work of Preparing Canadian Nurses for A Licensure Exam Originating from the USA: A Nurse Educator’s Journey into the Institutional Organization of the NCLEX-RN
- An Evaluation of Simulation Debriefings on Student Nurses’ Perceptions of Clinical Reasoning and Learning Transfer: A Mixed Methods Study
- Nursing Education Challenges from Saudi Nurse Educators’ and Leaders’ Perspectives: A Qualitative Descriptive Study
- An Exploration of the Clinical Accommodation Process for Nursing Students with Physical Disabilities Using Grounded Theory
- The Relation of Satisfaction, Self-Confidence and Emotion in a Simulated Environment
- Structure and Content of a New Entrance Exam to Select Undergraduate Nursing Students
- An Unfolding Case Study: Supporting Contextual Psychomotor Skill Development in Novice Nursing Students
- Challenges in Implementing an E-Learning Education Program for Syringe Pump Use
- Teaching Basic Nursing Care: Nurse Preceptors’ Perceptions about Changing the Teaching Context from the Clinical Setting to a School Simulation Lab