A person is an adult to the extent that he or she is performing social roles typically assigned by our culture to those it considers adults, and to the extent that the individual perceives him or herself to be essentially responsible for his or her life. A child is not responsible for his or her life even from a legal point of view. Adults are motivated to learn as they experience needs and interests that learning will satisfy.
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.
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 Self directed life long learning that mosaic are andragogy and self directed learning Merriam, 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. This acknowledgement by Knowles resulted in andragogy being defined more by the learning situation than by the learner.
About the same time as Knowles introduced andragogy to North American adult educators, self-directed learning appeared as another model that helped define adult learners as different from children. Based on the pioneering work of Houle, Tough, and Knowles, early research on self-directed learning was descriptive, verifying the widespread presence of self-directed learning among adults and documenting the process as it occurred Merriam, Historically, in relation to nursing education, the term learner-centred education did not appear frequently.
In other words lifelong learning takes a more holistic perspective, and should be a normal and realistic expectation throughout life. The nature of mental health nursing delivery in the Western world, like all areas of health care, continues to undergo profound changes Barling and Brown, ; Ryan-Nicholls, These changes — shifting client populations, case management, changing loci of care e.
In addition, educational provision for mental health nurses has had to address issues of change in recruitment, retention, career opportunities and practice development Happell, ; Hannigan Additionally in Australia and New Zealand direct entry to mental health nursing was phased out by the mid s.
Despite the passage of time, there remains concern that mental health nursing has not been well served by this change in educational preparation Happell, a,b.
Along with the reported shortage of mental health nurses, there has also been a decline in the number of graduates choosing a career in mental health nursing Curtis, with relatively small numbers undertaking postgraduate study in this specialist area Happell and Gough, Unlike Australia and New Zealand, the UK continues an undergraduate mental health nursing programme and anecdotal evidence would suggest that the problems of recruitment and retention in mental health nursing are more problematic on this side of the globe.
Educational provision beyond initial registration demonstrates the potential for, as well as the challenges, of continuing professional development for this group of nurses Robinson and Tingle, One educational provision is to enhance the practice of particular mental health nursing skills.
The use of particular psycho-social interventions, via such initiatives as the Thorn programme, has been highlighted in caring for clients with enduring mental health problems Gamble, The author of this essay is a strong advocate for such programmes being introduced into a New Zealand post graduate mental health nursing programme, as she herself completed this programme over a 12 month period at the Maudsley Hospital in London.
This programme recognised that whilst the UK has maintained an undergraduate mental health nursing programme, gaps continued to remain in nursing and other disciplines in the provision of adequate care for clients with enduring mental illness and their families.Self-directed learning entails the initiation of learning by the learner, identification of the learner’s own learning goals, choosing and making use of learning strategies, and assessing the learning outcomes.
Lifelong learning is the "ongoing, voluntary, and self-motivated" pursuit of knowledge for either personal or professional reasons. Therefore, it not only enhances social inclusion, active citizenship, and personal development, but also self-sustainability, as well as competitiveness and employability.
A meta-analytic review of self-directed learning (SDL) research over 30 years, five countries, and across multiple academic disciplines is used to explore its relationships with five key.
Video: Self-Directed Learning: Definition & Strategies Self-directed learning is a type of instructional strategy where students take charge of their learning process.
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 .
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.