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dc.contributor.authorBilsky, Millie.en_US
dc.date.accessioned2009-07-09T17:35:26Z
dc.date.available2009-07-09T17:35:26Z
dc.date.issued1991-07-09T17:35:26Z
dc.identifier.urihttp://hdl.handle.net/10464/1873
dc.description.abstractThe concept of self-directed learning was examined from the nurse educators' perspective. One structured interview, lasting between one and one-and-a half hours, was conducted with each of 14 nurse educators in two community college continuing education programs in nursing. One community college program encourages selfdirected learning; the other encourages self-study and active participation in the teaching/learning process. All 14 interviews were tape-recorded and transcribed verbatim. Verbatim transcripts were analyzed for themes, patterns, and relationships utilizing analyst-constructed typologies. six prerequisites or necessary conditions for facilitating self-directed learning in a community college continuing education program in nursing were identified. ~he crucial issue in facilitating self-directed learning was found to be the issue of teacher-control.en_US
dc.language.isoengen_US
dc.publisherBrock Universityen_US
dc.subjectAdult learning.en_US
dc.subjectNursing--Study and teaching (Continuing education)en_US
dc.titleFacilitating self-directed learning: the nurse educators' perspectiveen_US
dc.typeElectronic Thesis or Dissertationen_US
dc.degree.nameMaster of Educationen_US
dc.degree.levelMastersen_US
dc.contributor.departmentDepartment of Graduate and Undergraduate Studies in Educationen_US
dc.degree.disciplineFaculty of Educationen_US


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