TY - JOUR T1 - The impact of the learning contract on self-directed learning and satisfaction in nursing students in a clinical setting TT - JF - MJIRI JO - MJIRI VL - 31 IS - 1 UR - http://mjiri.iums.ac.ir/article-1-3554-en.html Y1 - 2017 SP - 414 EP - 418 KW - Clinical teaching KW - Learning contract KW - Self-directed learning KW - Learning Methods KW - Training KW - Autonomous learning KW - Education KW - Active learn-ing KW - self-confidence KW - Training activity & support KW - Collaborative learning N2 - 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. M3 10.14196/mjiri.31.72 ER -