Nursing students' response to self-directed learning: an evaluation of a learning process applying Jarvis' framework

This paper evaluates the effectiveness of a student-centred module of learning using Jarvis' experiential framework. One hundred and thirty-five students undertook the module over a 9-month period. A semi-structured questionnaire was used to explore students' learning, choice of topic, structure, and benefit of the module. The data were analysed using simple descriptive statistics and content analysis. A key theme emerged related to the beneficial learning experience. Presentation skills/shared learning, choice and autonomy, taking responsibility, and research skills were other themes that emerged. Whilst the literature suggests students dislike experiential forms of learning, the positive evaluation of this module demonstrates that it can be used effectively. Furthermore, Jarvis' model provides a useful framework for structuring this approach to learning. One of the research strategies within a nursing faculty should be to develop progressive student-focused educational methods and evaluate their effect or professional preparation. This, it is argued, needs to be perceived as a valuable and essential activity within an academic nursing department.