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    Predictors of deep learning in undergraduate nursing students in Malaysia
    (Maltepe Üniversitesi, 2019) Manghanmal, Ashah
    Research on learning suggests that students approach their learning in the deep, strategic or surface manner (Scouller,1998; Kreber 2000; Bryne, M.et al 2002; Snelgroove 2004; Dix G. 2004). Students’ approaches to learning have an important impact on their academic success and performance. It was reported that students employing the deep approach were found to be more motivated and achieved better results. They were able to apply theoretical knowledge to practice and presumably make better clinical decisions as nurses; while those employing the surface approach merely focused on recall and reproduction of facts, and were not capable of relating theory to practice. At present, how students approach their learning and what predicts deep learning is not well understood or clearly established in nurse education research in Malaysia. To address this gap, this study aims to identify approaches to learning of undergraduate nursing students in Malaysia and investigate what are the predictors of deep learning for these students. The theoretical framework for this study is based on Approaches to Learning theory promulgated by Marton and Saljo in 1976 which was subsequently updated and expanded by Entwistle in 2000; and Biggs (1999) constructive alignment theory. Using a quantitative survey design, a random sample of 150 undergraduate student nurses, from each year of training were selected. The instrument included demographic questions designed by the researcher and the validated Approaches to Study Inventory by Entwhistle, et al 2000 using the Likert scale response format. Other items included attitude towards nursing, preferred teaching-learning styles and experiences. The descriptive and correlational/predictive analysis was done using SPSS version 21. Each student’s learning approach was identified. ANOVA and pos hoc tests were used to compare the difference in approaches of the 3 groups. Pearsons’ correlation was used to examine the relationship between students learning approaches and achievement. The relationship between deep learning and various predictors were examined using regression analysis. Findings revealed that only 24% of first-year students adopted the deep approach, 54% of second-year students and 64 % of students in the third year adopted the deep approach. There was a significant relationship between deep learning approach and certain predictor variables like academic level, attitude towards nursing and teaching and learning experiences. In conclusion, awareness of students approaches to learning and what predicts deep learning is important for curriculum planners and nurse educators. Faculty needs to apply appropriate strategies and plan activities that foster deep learning to enhance the quality of students learning and improve academic outcomes.