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The relationship between nurses’ learning conceptions and their regulation of workplace learning

Bloemendal, J. C. (2019) The relationship between nurses’ learning conceptions and their regulation of workplace learning.

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Abstract:Changing disease patterns and treatment methods cause a continuous need for the development of nurses. Nurses are expected to be responsible for their own professional development. To accomplish this self-responsibility, nurses need to be self-regulated in learning. Self-regulated learning is especially required in workplace learning since workplace learning enables nurses to select their own learning activities during work. According to the study of Aagten (2016), day-care nurses lack self-regulated behaviour in workplace learning. This lack could be caused by nurses’ learning conceptions. Self-regulation of learning and learning conceptions are both parts of a learner’s metacognition. If the learning conceptions, learner’s ideas of what learning is about, do not demand self-regulation, the learner is more likely to not regulate their own learning. Therefore, the purpose of this study is to explore the relationship between nurses’ learning conceptions and their regulation activities in workplace learning. To measure nurses’ regulation activities at the workplace, a multiple-event measurement of Endedijk (2012), the Learning Moments-app, was used. The app enabled participants to report multiple learning experiences in two weeks which gave insights into their regulation activities. The learning conceptions were measured by the Likert-scale COLI-questionnaire (Purdie & Hattie, 2002). These were measured twice to investigate the changeability of nurses’ learning conceptions, by the influence of learning and reflection on learning at the workplace. Nurses of various departments from the hospital the Spaarne Gasthuis in the Netherlands participated (N = 39). The results showed that a majority of the nurses featured a deep learning conception. No significant differences were found in the learning conceptions between the two measurements, which indicates that the learning conceptions are relatively stable. Nurses’ extent of self-regulation was below average, especially on the forethought-phase of self-regulated learning. In contrast, nurses scored average on the self-regulation phases performance and future planning. A relationship between nurses’ learning conceptions and their self-regulation behaviour was only found between the number of learning moments reported by the nurse and the learning conception Learning as personal Change. As a result of this research, the relationship between regulation activities and learning conceptions seems more complicated than theories claim.
Item Type:Essay (Master)
Faculty:BMS: Behavioural, Management and Social Sciences
Subject:81 education, teaching
Programme:Educational Science and Technology MSc (60023)
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