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  1. 2 The New Educational Review

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  1. 2 Kaya H.

  2. 2 Şenyuva E.

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  1. 1 2015

  2. 1 2014

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Nurses’ Lifelong-Learning Tendencies and Their Attitudes Toward Distance Education: A Sample of Turkey

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Şenyuva E., Kaya H.
The New Educational Review
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2014
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vol. 36
17-29
EN
Little is known about nurses’ viewpoints, experience, and opinions regarding this issue even though lifelong learning and distance education are of great importance in nursing. It is important to have knowledge about nurses’ lifelong-learning tendencies and attitudes toward distance education when structuring related education programmes. The aim of this study was to determine the correlation between nurses’ lifelong-learning tendencies and their attitudes toward distance education. This is a descriptive research design with a stratified random sample. The sample included 417 nurses. The Lifelong-Learning Tendencies Scale and the Distance Education Attitude Scale were used to collect data. SPSS for Windows 16.0 was used for statistical analysis. Our results show that nurses do not tend to engage in lifelong learning, and they experience uncertainty in their attitudes toward distance education. We found a weak negative correlation between lifelong-learning tendencies and attitudes toward distance education. Continuing education programmes should be designed to improve and support nurses’ attitudes toward lifelong learning and distance education. Distance education supports nurses’ lifelong learning by updating their post-graduation knowledge improving comprehension about developments that affect and consciously broaden their viewpoint and intellectual level. Continuing education programmes to enhance nurses’ personal and professional development should be designed to improve their attitudes toward lifelong learning and distance education.
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The correlation between self-directed learning readiness and web-based learning in nursing students: a study conducted in Turkey

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Şenyuva E., Kaya H.
The New Educational Review
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2015
|
vol. 41
98-107
EN
The research examined the relationship between web-based learning and self-learning readiness of nursing students. The research was a single-group experiment, in which 162 second-year nursing students were given a pre-test and a post-test. All the students use the Internet. Before and after the web-based course, a statistically significant difference was observed concerning the average points totaled for self-learning readiness. Results show that web-based learning positively affected the self-learning readiness of nursing students. Therefore, nursing students would benefit from web-based education as it improves their readiness for self-learning.
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