SELF-
LEARNING
Prepared by:-
PhD Nursing Student
Ms.Taghreed H Hawsawi
Under Supervision of :-
Prof.Zainab Hussin

Learning
Objective
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Define self-learning module.
Define
Identify the components of self-learning module.
Identify
Know the characteristics of a good self-learning module
Know
Describe the role of teacher in self-learning module.
Describe
Distinguish advantages and disadvantages of self-learning module.
Distinguish
Apply of self-learning module
Apply
By the end of this lecture, the students will be able to:

Outline
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Introduction.
Definition of
Self-learning
Module.
Components of
self-learning
module.
Characteristics
of a good self-
learning module
Role of the
teacher in Self-
learning Module.
Advantages of
Self-learning
Module.
Disadvantages of
Self-learning
Module.
Application of
self-learning
module

Introduction
◦ Self-learning module is one of the
educational materials that help individualized
learning. It is important to go through the
module in schematic way. All need
continuing education in order to possess up
to date knowledge & skills for the effective
delivery of health care. A variety of science
& technology & is used as an effective
curricular instruction
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Definition of Self-learning
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Self-learning is an approach to
learning where the individual
makes the effort to identify their
own learning needs, set learning
goals, find the necessary
resources, and evaluate their own
knowledge.
A Practice of gaining new
knowledge or a new skill outside of
a structured classroom
environment. It typically involves a
varied range of techniques that
can help to develop an ability to
taught new material.
Self-learning module is one of the
educational materials that help
individualized learning. It is
important to go through the
module in schematic way. All need
continuing education in order to
possess up to date knowledge &
skills for the effective delivery of
health care. A variety of science &
technology & is used as an
effective curricular instruction

Importance of Self-learning
• self-learning techniques used to strengthen important skills for the
workplace, including organization and problem-solving.
Develop secondary skills for your
career:
• Learner motivated apply skills of new projects and resolve any
situations encounter.
Become more confident &
competent skills:
• People who self-learn can determine the steps to use for gaining new
knowledge based on their learning style, schedules or overall
preferences.
Choose your learning path:
• Instead of using a set curriculum, you can determine the speed
of your learning process and optimize it to fit your preferences
and goals.
Learn at your own pace:
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Components of Self learning Module
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Title
Table of
contents
Pre-requisites Pre-requisites
The
instructional
Objective
Behavioral
objective
Direction for
use
Introduction
Learning
activities
Pretest
Instructional
Aides
Post-test

Characteristic
s Of A Good
Self- Learning
Module
Each module must contain only one particular concept
The module must be self-motivating
The module must contain self-teaching and self-leaning
materials which enable the students to work
independently with minimum teacher assistance
The objectives, martials and activities must be properly
and logically sequenced: specific, observable,
measurable and attainable.
The module must be written in a clear, correct and
simple language within the full comprehension of the
learner.

The Role of Teacher in Self-learning Module
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Director of learning
Consultant
Evaluator

Advantage
of
SLMs
For students For teachers

They work at their own pace

They assume responsibility for
learning

They find that textbooks are not the
only source of learning

They know exactly what they have to
learn

They encourage to master the module

Competition for grades is reduced

They have time to pay attention to
individual learning problems

They can identify problems earlier

They are free to serve as resource
persons, to answer questions and to
help those who need help

There is better cooperation between
teacher and students.

Disadvantages of
Self- learning
Module
It is not an option for participants who are not
skilled readers
It is not recommended for all topics, especially
complex ones
Individualized learning may lead to further
participants questions may be left unanswered
There is limited or no interaction with peers
Learners may be less than honest about their
results and thus forego needed learning.

APPLICATION OFSELF-LEARNING MODULE
TITLE : GENERAL NURSING ORIENTATION PROGRAM
GNO

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Table of
contents

Purpose or
general aim
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By the End of General Nursing Orientation program GNO the novice
nurses will be able to:-
To access hospital facilities independently.
To prepare basic nursing skills equipment.
To reach all resources centers in the hospital independently.
To use all computerize documentation under-supervision of nursing
preceptors.
To Understand policy and procedures as well as guideline basic general
nursing skills under-supervision of nursing preceptors.
To implement basic life support under-supervision of nursing preceptors.

Pre-requisites
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Have a Saudi council license in nursing
since .
Newly apply in the hospital.
Completing nursing internship in nursing
since.
Able to work physically and mentality .

Objective
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• Each learner should successfully
complete, and pass the post test for this
module.
The instructional Objective
• It is expected that you direct yourself to
gain competence in the theoretical
assessment using the Trusts resources.
Behavioral objective:

Direction for use
This training package is for use by nurse practitioners for
initial training, continual updating and self-assessment
 It is designed for you to direct your own learning to
achieve the competence level and Trust standard
required for this skill
 The flexibility of self-directed learning will allow you
to utilize your time for study to obtain both
theoretical knowledge and practical skills
 You must successfully complete the theory
preparations and assessments prior to undergoing
supervised practice. The length of time for
supervised practice should be negotiated between
the individual and the supervisor
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Introduction
◦ Nurses who join newly to job are mostly experiencing a multi-dimensional
challenges not limited to mentioned, that is categorized to:-
Psychosocial:-
Fair of communicating with patient, healthcare worker and their leaders. Anxiety
of engaging to new system and tension of achieving desired out-comes.
Practical:-
providing nursing care to their patient, supporting system requirement
independently. Implementing hospital policy producers and regulation to reach
optimal competency.
Attitudes:-
Which is mostly related to punctuality, HR and Administration issues.
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Learning activities:
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Viewing
Journal articles
Viewing
Textbooks
from library.
Visiting Web
sites.
Watching
video tapes.

Pretest:
 Which may contain all types of questions
(complete, true or false, matching,
definition... etc).
 Each question should obviously have a
written score and written time upon it.
 General Basic nursing skills.
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Instructional Aides:
◦ Approved hospital Policy, producers and
guideline.
◦ Case presentation.
◦ Videos to watch real cases.
◦ Nursing lap demonstration for basic
general practice.
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Post test
 Should cover all objectives of the
module.
 Which contains all types of
questions (complete, true or false,
matching definition... etc.).
 Each question should obviously
have a written score and written
time upon it.
 Practical exam will also be
established.

References
Kareem, J., Mathew, M. M., & David, D. (2022). Textual and Media-
Based Self-Learning Modules: Support for Achievement in Algebra
and Geometry. International Journal of Virtual and Personal Learning
Environments (IJVPLE), 12(1), 1-16.
Logan, R. M., Johnson, C. E., & Worsham, J. W. (2021). Development of
an e-learning module to facilitate student learning and
outcomes. Teaching and Learning in Nursing, 16(2), 139-142.
Zhang, T., Taub, M., & Chen, Z. (2021, April). Measuring the impact of
COVID-19 induced campus closure on student self-regulated learning
in physics online learning modules. In LAK21: 11th International
Learning Analytics and Knowledge Conference (pp. 110-120).
Rowntree, D.,(2016): Developing Courses for students, 4th ed.,
McGraw-Hill Book Company, London, P.43-44