%0 Journal Article %A Sajadi, Mahboobeh %A Fayazi, Neda %A Fournier, Andrew %A Abedi, Ahmad Reza %T The impact of the learning contract on self-directed learning and satisfaction in nursing students in a clinical setting %J Medical Journal of the Islamic Republic Of Iran %V 31 %N 1 %U http://mjiri.iums.ac.ir/article-1-3554-en.html %R 10.14196/mjiri.31.72 %D 2017 %K Clinical teaching, Learning contract, Self-directed learning, Learning Methods, Training, Autonomous learning, Education, Active learn-ing, self-confidence, Training activity & support, Collaborative learning, %X Background: The most important responsibilities of an education system are to create self-directed learning opportunities and develop the required skills for taking the responsibility for change. The present study aimed at determining the impact of a learning contract on self-directed learning and satisfaction of nursing students. Methods: A total of 59 nursing students participated in this experimental study. They were divided into six 10-member groups. To control the communications among the groups, the first 3 groups were trained using conventional learning methods and the second 3 groups using learning contract method. In the first session, a pretest was performed based on educational objectives. At the end of the training, the students in each group completed the questionnaires of self-directed learning and satisfaction. The results of descriptive and inferential statistical methods (dependent and independent t tests) were presented using SPSS. Results: There were no significant differences between the 2 groups in gender, grade point average of previous years, and interest toward nursing. However, the results revealed a significant difference between the 2 groups in the total score of self-directed learning (p= 0.019). Although the mean satisfaction score was higher in the intervention group, the difference was not statistically significant. Conclusion: This study suggested that the use of learning contract method in clinical settings enhances self-directed learning among nursing students. Because this model focuses on individual differences, the researcher highly recommends the application of this new method to educators. %> http://mjiri.iums.ac.ir/article-1-3554-en.pdf %P 414-418 %& 414 %! %9 Original Research %L A-10-1725-2 %+ Academic Member of Traditional and Complementary Medicine Research Center (TCMRC), Department of Medical – Surgical, School of Nursing & Midwifery, Arak University of Medical Sciences, Arak, Iran. %G eng %@ 1016-1430 %[ 2017