Self Directed & Life Long Learning
The purpose of this essay is to explore and evaluate an aspect of teaching and learning and the following topic of; ‘self-directed/lifelong learning’ is the authors chosen subject.
This essay will determine knowledge of this chosen aspect of teaching and learning, critically evaluate the concept of self directed and lifelong learning from the authors own perspective an a nurse educator. The essay will also identify and consider challenges that arise in the application of self-directed and lifelong learning, identify areas where this chosen topic will assist in bridging the theory practice gap, as well as identifying outcomes for patient/client care.
The central question of how adults learn has occupied the attention of scholars and practitioners since the founding of adult education as a professional field of practice in the 1920’s. Some eighty years later, we have no single answer, no one theory or model of adult learning that explains all that we know about adult learners, the various contexts where learning takes place, and the process of learning itself. What we do have is a mosaic of theories, models, sets of principles, and explanations that, combined, compose the knowledge base of adult learning. Two important pieces of that mosaic are andragogy and self directed learning (Merriam, 2001).
Knowles (1980, p.47) proposed a programme planning model for designing, implementing, and evaluating educational experiences with adults. Knowles suggested that the adult classroom climate should be one of “adultness,” both physically and psychologically. In an “adult” classroom, adults “feel accepted, respected and supported”; further, there exists “a spirit of mutuality between students and teachers as joint enquirers”. And because adults manage other aspects of their lives then they are also capable of directing, or at least assisting in planning their own learning.
Knowles himself came to concur that andragogy is less a theory of adult learning than “a model
This essay will determine knowledge of this chosen aspect of teaching and learning, critically evaluate the concept of self directed and lifelong learning from the authors own perspective an a nurse educator. The essay will also identify and consider challenges that arise in the application of self-directed and lifelong learning, identify areas where this chosen topic will assist in bridging the theory practice gap, as well as identifying outcomes for patient/client care.
The central question of how adults learn has occupied the attention of scholars and practitioners since the founding of adult education as a professional field of practice in the 1920’s. Some eighty years later, we have no single answer, no one theory or model of adult learning that explains all that we know about adult learners, the various contexts where learning takes place, and the process of learning itself. What we do have is a mosaic of theories, models, sets of principles, and explanations that, combined, compose the knowledge base of adult learning. Two important pieces of that mosaic are andragogy and self directed learning (Merriam, 2001).
Knowles (1980, p.47) proposed a programme planning model for designing, implementing, and evaluating educational experiences with adults. Knowles suggested that the adult classroom climate should be one of “adultness,” both physically and psychologically. In an “adult” classroom, adults “feel accepted, respected and supported”; further, there exists “a spirit of mutuality between students and teachers as joint enquirers”. And because adults manage other aspects of their lives then they are also capable of directing, or at least assisting in planning their own learning.
Knowles himself came to concur that andragogy is less a theory of adult learning than “a model
References: Barling, J., Brown, R. (2001). Credentials and education needs of contemporary mental health nurses. International Journal of Psychiatric Nursing Research, 6, (3), 725-736. Bray, L., Nettleton, P. (2007). Assessor or Mentor? Role confusion in professional education. Nurse Education Today, 27, 848-855. Clinton, M. (1982). Training psychiatric nurses: towards a sociological analysis of the hidden curriculum. Nursing Review, 1, (3): 4-6. Corlett, J. (2000). The perceptions of nurse teachers, student nurses and preceptors. Nurse Education Today, 20, (6), 499-505. Crout, L. (1980). From a learner’s point of view. Nursing Mirror, 150, (21): 14. Curtis, J. (2007). Working together: a joint initiative between academics and clinicians to prepare undergraduate nursing students to work in mental health settings. International Journal of Mental Health nursing, 16, 285-293. Department of Health, (1999). Making a Difference: Strengthening the Nursing, Midwifery and Health Visiting Contribution to Health and Healthcare. Department of Health. London. Gamble, C. (1997). The Thirn nursing programme: its past, present and future. Mental Healthcare, 1, (3), 95-97. Gopee, N. (2001). Lifelong learning in nursing: perceptions and realities. Nursing Education Today, 21, 607-615. Gould, D.J., Kelly, D., White, I., Glen, S., (2004b) Hannigan, B. (2004). Changes ahead for mental health workers? Mental Health Nursing,24, (2),, 4-5. Happell, B. (2001). Comprehensive nursing education in Victoria: rhetoric or reality? Journal of Psychiatric and Mental Health Nursing, 8, 507-516. Happell, B. (2008a). Determining the effectiveness of mental health services from a consumer perspective: Part 1: Enhancing recovery. International Journal of Mental Health Nursing, 17, 114-120. Happell, B. (2008b). Determining the effectiveness of mental health services from a consumer perspective: Part 2: Barriers to recovery and principles for evaluation. International Journal of Mental Health Nursing, 17, 121-128. Happell, B., Gough, K. (2009). Preparing mental health nurses for the future workforce: an exploration of postgraduate education in Victoria, Australia. International Journal of Mental Health Nursing, 18, (5), 349-356. Happell, B. (2010). Moving in circles: A brief history of reports and enquiries relating to mental health context in undergraduate nursing curricula. Nurse Education Today, 30, 643-648. Houle, C. O. (1996). The Design of Education. (2nd ed.) San Francisco: Jossey-Bass. Hyrkas, K., Shoemaker, M. (2007). Changes in the preceptor role: re-visiting preceptors perceptions of benefits, rewards, support and commitment to the role. Journal of Advanced Nursing, 60, (5), 513-524. Hallin, K., Danielson, E. (2010). Preceptoring nursing students: Registered Nurses’ perceptions of nursing students; preparation and study approaches in clinical education. Nursing Education Today, 30, 296-302. Jones, M. (1997). Thinking nursing. In: Thorne, S.E., Hayes, V.E. (eds.) Nursing praxis. Knowledge and action. Sage Publications. London, 125-137. Knowles, M. S. (1980). The Modern Practice of Adult Education: From Pedagogy to Adragogy. (2nd ed.). New York: Cambridge Books. Knowles, M. S. ((1989). The Making of an Adult Educator. San Francisco: Jossey-Bass. Luhanga, F., Yonge, O., Myrick, F. (2008b). Failure to assign failing grades: issues with grading the unsafe student. International Journal of Nursing Education Scholarship, 5, (1), 1-14. Merriam, S Merriam, S. B. (2001). Andragogy and Self-Directed Learning: Pillars of Adult Learning Theory. New Directions for Adult and Continuing Education, 89. Mosely, L Myall, M., Levett-Jones, T., Lathlean. (2008). Mentorship in contemporary practice: the experience of nursing students and practice mentors. Journal of Clinical Nursing, 17, 1834-1842. Murray, S Phillips, R. M., Davies, W.B., Neary, M. (1996). The practitioner-teacher: a study in the introduction of mentors in the pre-registration nurse education programme in Wales: Part 2. Journal of Advanced Nursing, 23, 1080-1086. Richards, R. (1993). The effects of student nurse community mental health placements on sufferers of mental health problems in the community. Journal of Advanced Nursing, 18, 1876-1882. Roberts, D., Johnson, M. (2009). Newly qualified nurses: competence of confidence? Nurse Education Today, 29, 467-468. Robinson, S., Tingle, A. (2003). Continuing educational opportunities for recently qualified mental health diplomats. Journal of Psychiatric and Mental Health Nursing, 10, (6), 659-668. Royal College of Nursing., (1997). What education and training do mental health nurses want? RCN, London. Ryan-Nicholls, K. (2003). Educational needs of psychiatric nurses for continual competence. Journal of Continuing Education in Nursing, 34, (5), 218-225. Shields, P Sweeney, J. F. (1986). Nurse education: learner-centred or teacher-centred? Nurse Education Today, 6, 257-262. Taylor, J., Irvine, F., Bradbury-Jones, C., McKenna, H United Kingdom Central Council for Nursing, Midwifery and Health Visiting, (1986). Project 2000: A New Preparation for Practice. UKCC, London. Watson, R. (2002). Clinical competence: starship enterprise or straitjacket? Nurse Education Today, 22, 476-480. White, E., Riley, E. (1993). A detailed study of the relationships between teaching, support, supervision and role modelling for students in clinical areas, within the context of Project 2000 courses. English National Board, London. Wilkes, Z. (2006). The student-mentor relationship: a review of the literature. Nursing Standard, 20, 42-47.