The Effect of Learning Contract on Self-directed Learning and Satisfaction of Nursing Students in Clinical Education

In order to adjust to fast changes and developments in providing health services, nurses must be able to make decisions and solve problems in different situations. Hence, nursing students must learn to be responsible for their own education. To reach this goal, self-directed learning methods are suggested. One of these methods is learning contract. This study aimed to investigate the effects of learning contract on self-directed learning and satisfaction of nursing students. This quasi-experimental study performed on 59 nursing students of Iran University of Medical Sciences during their internship in pediatric ward. In the first half of semester, 27 students were trained by traditional methods (control group) and in the second half, 32 students were trained through learning contract (intervention group). At the end of the training course, self-directed learning and satisfaction with teaching method questionnaires were completed by both groups. Data were analyzed using descriptive and inferential statistics (independent t-test). There was no significant difference between the two groups in terms of age, sex and grades. Statistical analysis showed a significant difference between self-directed learning scores of the two groups (p=0.019). However, no significant difference was found between the two groups regarding their satisfaction with teaching methods. The use of contract learning in clinical education increases self-directed learning in nursing students. Using this method is recommended to nursing educators due to its special focus on individual differences and theoretical basis of adult learning and improving self-directed learning which is one of the goals of nursing education in the third millennium. However, no significant difference was found in terms of students’ satisfaction with this method suggesting that they need more support and preparation.