SELF-INSTRUCTIONWilmington University

Trina Forney RN, BSN

Diana Givens RN, BSN

SELF-INSTRUCTION ACTIVITIES Self-instruction is a method utilized by the educator to

provide instructional activities that assist the learner in independently achieving the learning objectives of a skill or course

These self-study activities are effective in the psychomotor and cognitive domains, where mastery of the information is vital

It is an independent activity that allows the learner to go at his or her own pace

The educator usually plays the role of the facilitator, providing motivation and reinforcement

This method is also referred to as individualized learning activities, mini-courses, and programmed instruction(Bastable, 2008)

NECESSARY ELEMENTS FOR A SELF-INSTRUCTION ACTIVITY

Introduction and purpose Table of contents Objectives Intent Directions for use

Prerequisite skills to complete assigned module List of behavioral objectives A pretest Resources and learning activities identified Periodic self-assessments A posttest

(Bastable, 2008)

THEORETICAL FRAMEWORK THAT SUPPORTS SELF-INSTRUCTION STRATEGIESTheory of Adult Learning --Malcolm Knowles

Knowles believed that “as people mature, their self-concept shifts, so that their personality develops from a state of dependence to one of self-direction; learning is affected by each person’s individual experiences, social role, unique problems, and other internal rather than external forces.” (Arky, 2006)

Characteristics of Learners in the Adult Learning Theory: Independent Self-directed Motivated Bring life experiences to learning Readiness to learn is associated with “the need to know” Immediate problem-solvers Appreciate clear objectives and goals Task-persistent Interested in immediate application of knowledgeSelf-instruction activities are suitable for autonomous, self-directed, &

motivated learners. These traits are similar to Knowles’ educational theory!

APPLICATION OF STRATEGY TO TEACHING SITUATION Assistance with patient education

Videotapes – management of a wound vac Diagrams – positioning for breastfeeding Step-by-step instructions – managing peritoneal dialysis

catheter Student instruction

Distance learning (and Wiki discussions!!) Self-learning packets Home-study courses

Use as an educational component prior to the practicum requirement for nurses Annual training updates (CPR, ACLS, PALS) NRP (Neonatal Resuscitation) FNE (Forensic nurse examiner)

Internet modules, study guides, workshops, and webcams can be utilized for self-instruction. Learner autonomy can be full or partial.

APPROPRIATE SETTINGS TO USE SELF-INSTRUCTION

Home or office Health care settings Educational environment Library Computer lab Schools Businesses, industries Military

Wow…I can go at my own pace!

SELF-INSTRUCTION

Self-paced Stimulates learning Provides time to reflect

and review Continuous feedback Can be easily mastered in

a specific time frame Learners may skip ahead

to more advanced material

Cost-effective and consistent

Not suitable for learners with visual and hearing deficits or low literacy skills

Requires motivation Not beneficial for

procrastinators Can induce boredom if

used repeatedly Low teacher-student

interaction

Advantages Limitations

WAYS TO ADAPT THE STRATEGY

Computer-assisted self-instruction is being utilized for students, medical staff, and patients: Allows feedback on progress as learners respond to

software program Teaches patients pre-operative and post-operative

care (joint replacement care, wound care, pain management)

Mandatory competencies for staff Allow learners to repeat lessons as necessary Computer learning can target broader audiences Provides flexibility in learning

You are actually self-instructing right now! Great job!!

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Click icon to add pictureself-instruction educational modules can provide similar learning outcomes as a traditional classroom

Oh yeah!!

I can finish

studying these skills

after I pick the kids up from

school!

HOW TO EVALUATE THE EFFECTIVENESS OF SELF-INSTRUCTION ACTIVITIES

1. A cognitive post-test can be utilized to evaluate if learners have achieved the stated objectives. Content evaluation allows the educator to determine if learning has occurred.

2. Self-instruction modules are easily accessible to the learners working at their own pace. Only information regarding physical location and/or website to acquire educational material is needed.

3. There can be an infinite number of learners targeted without any time constraints. Internet access makes it possible to acquire sufficient resources for thousands of learners.

4. Accommodating the learners’ needs depends on the level of autonomy the educational activity provides. Fully autonomous self-learning activities require less assistance from instructor than partial autonomous activities. (Jones, 2003)

5. Self-instruction is one of the most cost-effective instructional methods. Lecturer and location fees, staff compensation, and resource materials are rarely used. Cost of printed educational materials are the only necessary resources required.

SUMMARYOverall, self-instruction is an effective

instructional method that identifies learner autonomy as a key factor in academic success. It has the potential to target large audiences and it assists independent learners to achieve their learning objectives. Allowing learners to progress at their own pace, stimulating active learning, and providing time to review and reflect on educational materials are just a few advantages of this method. Malcolm Knowles’ theory of adult learning supports this method because Knowles’ believed that learners are motivated, self-directed individuals who are willing to learn information that will benefit them. The greatest characteristic of self-instruction is that it can be utilized anywhere! The learner just needs access to the materials and/or internet website. This cost-effective and flexible method of learning is becoming a widespread approach to educating patients, students, and medical staff.

SELF-INSTRUCTION IS NOT AN EFFECTIVE METHOD FOR ALL LEARNERS…..

How did I get so far behind? What was I thinking??UGH!!

BUT IT HAS THE CAPACITY TO EDUCATE MANY INDIVIDUALS!!

REFERENCESArky, R. (2006, May 4). The family business: To educate. The New England Journal of

Medicine, 354(18), 1922-1926.

Bastable, S. B. (2008). Nurse as educator: Principles of teaching and learning for nursing practice (3rd ed.). Sudbury, MA: Jones and Bartlett Publishers.

Carich, G. M., & Rafti, K. R. (2007, Sep-Oct). Experienced registered nurses’ satisfaction with using self-learning modules versus traditional lecture/discussion to achieve competency goals during hospital orientation. Journal for Nurses in Staff Development, 23(5), 214-222. Retrieved from CINAHL

Chou, M., Lin, M., Hsu, M., Wang, Y., & Hu, H. (2004, Dec). Exploring the self-learning experiences of patients with depression participating in a multimedia education program. Journal of Nursing Research, 12(4), 297-305. Retrieved from Academic Search Premier

Davies, N., & Gould, D. (2000, May). Updating cardiopulmonary resuscitation skills: A study to examine the efficacy of self-instruction on nurses’ competence. Journal of Clinical Nursing, 9(3), 400-410.

Jones, F. R. (2003). Self-instructed foreign language learning: An annotated bibliography. Retrieved from http://www.staff.ncl.ac.uk/f.r.jones/definitions.htm

McMillan, D. E., Bell, S., Benson, E., Mandzuk, L., Matias, D. M., McIvor, M. J., Robertson, J., & Wilkins, K. L. (2007, February). From anxiety to enthusiasm: Facilitating graduate nursing students’ knowledge development in science and theory. Journal of Nursing Education, 46(2), 88-91.

Sung, K. T. (2006, April-June). Literature review on self-regulated learning. Singapore Nursing Journal, 33(2), 38-45.