Iranian Clinical Nurses’ Readiness for Self-Directed Learning

Abstract

Introduction:Clinical nurses are in need of being able to adapt to the ever-changing environment of clinical settings. The prerequisite for their successful adaptation is to be lifelong learners. An approach for making nurses lifelong learners is self-directed learning.Aims:This study was undertaken to evaluate a group of Iranian clinical nurses’ readiness for self-directed learning and its relationship with some of their personal characteristics.Methods:This cross-sectional descriptive study was conducted in 2014. A random sample of 314 nurses working in three hospitals affiliated to Isfahan Social Security Organization, Isfahan, Iran, was recruited to complete the Fisher’s Self-directed Learning Readiness Scale.Findings:In total, 279 nurses filled the scale completely. The mean of their readiness for self-directed learning was 162.50±14.11 (120–196). The correlation of self-directed learning readiness with age, gender, marital status, and university degree was not statistically significant.Conclusion:Most nurses had great readiness for self-directed learning. Accordingly, nursing policy-makers need to develop strategies for promoting their self-directed learning. Moreover, innovative teaching methods such as problem solving and problem-based learning should be employed to prepare nurses for effectively managing the complexities of their ever-changing work environment.

Role of academic self-efficacy in the relationship between self-directed learning readiness and problem-solving ability among nursing students

“…The results of our research were consistent with the results from other studies and showed that SDLR was significantly positively correlated with problem-solving ability, indicating that higher levels of SDLR in nursing students leads to better problem-solving ability. 9,17 Further, academic self-efficacy had a remarkable positive correlation with SDLR and problem-solving ability. In their research, Wang et al 28 and Zhang and Liu 29 showed that when the level of a student's academic self-efficacy increased, the level of the student's SDLR and the ability to solve problems also increased.…”

“…In summary, nursing educators should cultivate nursing students' SDLR and problem-solving ability, which will help nurses effectively cope with complex working environments. 17 Academic self-efficacy, which relates to an individual's perception of his or her own capabilities, 18 is an internal factor that influences a student's SDLR ability.…”

Relationship between self-directed learning readiness, learning attitude, and self-efficacy of nursing undergraduates

“…Liu and Peng 21 believed that learning attitude refers to the psychological tendency of learners to respond to learning activities from three aspects of cognition, emotion, and behavior, including 22 attitudes towards learning, teachers, and schools. The survey of Wang, 23 Wang, 24 and Malekian et al 25 all showed the learning attitude as an intrinsic factor that significantly affects students' autonomous learning. This study also shows that the learning attitude is positively correlated with the readiness of SDL, that is, the better the learning attitude, the higher the readiness of SDL.…”

Online Problem-Based Learning Intervention on Self-Directed Learning and Problem-Solving through Group Work: A Waitlist Controlled Trial

“…Self-directed learning (SDL) is a learning process employed to allow learners to obtain self-mastery and ownership of learning to direct, regulate, and be accountable for their learning [ 16 ]. Moreover, SDL motivates students to understand their values, interests, weaknesses, and strengths [ 9 , 17 ] and encourages students to promote self-discipline with more accountability and learning motivation [ 18 , 19 ]. They can use their acquired knowledge and skills for better decision-making, enhancing competence and confidence [ 17 , 20 ].…”

“…Moreover, SDL motivates students to understand their values, interests, weaknesses, and strengths [ 9 , 17 ] and encourages students to promote self-discipline with more accountability and learning motivation [ 18 , 19 ]. They can use their acquired knowledge and skills for better decision-making, enhancing competence and confidence [ 17 , 20 ]. With the advantages of the current advanced digital technology, student SDL attitudes can be promoted to foster personal and professional development [ 6 , 21 , 22 ].…”