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Volume 3
Journal of Nursing Research and Practice
Nursing & Immunology 2019
March 11-12, 2019
Page 11
Neonatology, Pediatric Nursing and Nursing
Immunology
March 11-12, 2019 London, UK
World Congress on
8
th
World Congress on
&
Bernat-Carles Serdà, J Nursing Research and Practice, Volume 3
DOI: 10.4172/2632-251X-C1-001
Lecture versus self-directed methodologies in university students' learning
T
his study compared the effectiveness of teaching and learning methodologies based on knowledge transfer (lecture) with
approaches that emphasized self-directed learning (Problem-Based Learning [PBL] and Reflective Learning [RL]), in
a sample of 230 undergraduate nursing students and 8 professors. A mixed-methods study was carried out in a university
school of nursing: quantitative methods were used to analyse the outcomes achieved by university students and compared
the effectiveness of the various methods based on the students final examination scores; and qualitative analysis evaluated the
factors that affected student learning in each of the three study arms: lecture, PBL and RL. The quantitative results show a better
score for RL compared to PBL and the traditional lecture format. Qualitative findings indicate that self-directed methodologies
result in higher-quality outcomes in student acquisition of content knowledge. Our results suggest two findings: methodologies
focused on knowledge transfer (lecture) and those that favour self-directed learning (PBL and RL) are complementary; each
approach has specific functions that cannot be replaced by the other two; and, self-directed learning methodologies, which are
distinguished by their promotion of active student participation contribute most significantly to improving student learning.
(Hajrulla 2014) Various studies have recommended the promotion of these methodologies in higher education considering
them a necessary pathway for the preparation of competent professionals, as our findings also suggest. (Fook 2007) In this
context that self-directed learning is a key strategy to promote individual abilities for learning continuum. The PBL and RL
approach can help to foster professional knowledge and quality learning in higher education. Our research contributes to better
understanding of self-directed (reflective) learning and professional practice development. We concluded that simultaneous
use of diverse instructional techniques constitutes the best instructional approach. It could be useful in the future to design
instruments to evaluate specific skills associated to each technique.
Biography
Bernat-Carles Serdà is a teacher and researcher in the Health Sciences Faculty, (University of Girona, Spain). His research focuses on Quality of Life and chronic
malignancies. Nowadays is supervising several theses using mixing methods in this research field. He has achieved several pre-doctoral and post-doctoral grants for
international academic stays.
bernat.serda@udg.eduBernat-Carles Serdà
University of Girona, Spain