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Self-directed learning, stress and the adult learner /

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dc.contributor.author Witter, Elene L. en_US
dc.date.accessioned 2009-05-21T13:46:09Z
dc.date.available 2009-05-21T13:46:09Z
dc.date.issued 1990-05-21T13:46:09Z
dc.identifier.uri http://hdl.handle.net/10464/1340
dc.description.abstract The purpose of this correlational study was to investigate the relationship between the degree of self-directed learning readiness and stress for level one nursing students and level two nursing students. One hundred female nursing students participated in the study who were attending an Ontario Community College. Data were collected from the main nursing campus and the satellite nursing campus using the random sample method. Instruments used were said to be valid and reliable for testing self-directed learning readiness and stress respectively. Data were analyzed using frequency response to each item, means and standard deviation, and the Pearson product correlation between selfdirected learning readiness and stress. The results of the study show that there is a difference in the relationship between the degree of self-directed learning readiness and stress between the level one nursing students and the level two nursing students. Such results will be of particular interest to nursing instructors and administrators when planning for delivery of programs to such students. en_US
dc.language.iso eng en_US
dc.publisher Brock University en_US
dc.subject Study skills en_US
dc.subject Stress (Psychology) en_US
dc.subject Adult education en_US
dc.subject Nursing students en_US
dc.title Self-directed learning, stress and the adult learner / en_US
dc.type Electronic Thesis or Dissertation en_US
dc.degree.name Master of Education en_US
dc.degree.level Masters en_US
dc.contributor.department Department of Graduate and Undergraduate Studies in Education en_US
dc.degree.discipline Faculty of Education en_US


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