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Predictors of Self-Directed Learning Readiness of Nursing Students



Author(s)

Maria Grandinetti

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DOI:10.17265/2161-623X/2015.07A.001

Wilkes University, Wilkes-Barre, USA

Attrition is a major concern in schools of nursing, and research shows that it is most prevalent in baccalaureate nursing students as they first encounter their initial nursing and core science courses. Nurse educators anticipate that beginning nursing students have the potential to be self-directed learners; and have the initiative to independently identify and implement resources and strategies for learning. A concept analysis of self-directed learning (SDL) identified motivation to learn, learner independence, and intellectual curiosity as the primary antecedents of this phenomenon. The purpose of this descriptive correlational study was to explore the relationships among motivation to learn, learner independence, intellectual curiosity, and self-directed learning readiness (SDLR) of baccalaureate nursing students. Imogene King’s Theory of Goal Attainment (TGA) and Malcolm Knowles’ Adult Learning Theory (ALT) served as a theoretical basis for this study. The target population and setting was sophomore baccalaureate nursing students at four randomly selected accredited schools of nursing across the United States (U.S.) holding chapter membership in Sigma Theta Tau International (STTI). Data analyses included descriptive and inferential statistics appropriate to answer the study’s research questions and to test the hypothesis. Study findings revealed statistically significant evidence that these nursing students scored moderately high on measures of motivation to learn, learner independence, and intellectual curiosity for nursing education. Furthermore, the linear combination of the predictor variables of learner independence and motivation to learn predicted SDLR in baccalaureate nursing students better than anyone variable alone.

higher education, innovative teaching, learner independence, motivation to learn, learning support