Self-Directed Learning Readiness Among Nursing Students and its Correlates

AUTHOR(S)

ROQUEE HOSPICIO H. PARAGOSO

ABSTRACT

— Nursing students must possess self-directed learning (SDL) skills to become proactive lifelong learners who thrive despite the uncertainties of the future. Before assigning them SDL tasks, nurse educators must first ascertain the nursing students’ readiness for SDL (SDLR) and identify factors that influence this. In this descriptive-correlational study, 323 nursing students across 4 nursing schools in Zamboanga del Norte were surveyed to determine their SDLR and analyze its relationship with demographic factors and perceived family support. The typical nursing student was female, in the first two years of college, came from a low- to middle-income family, and received high family support. Majority were found to have adequate readiness for SDL, with the highest mean score in desire for learning (51.98 ± 4.58), followed by self-control (59.00 ± 6.19), and the least in self-management (48.34 ± 5.76) which are all above the thresholds. There was a significant negative correlation between the students’ year level and their selfmanagement (r=-0.242, p=0.000) and self-control (r=-.162, p=0.004). A significant positive correlation existed between the students’ perceived family support and their self-management (r=0.288, p=.000), desire for learning (r=0.189, p=0.001), and self-control (r=.174, p=0.002). Gender and monthly family income were not significantly correlated with SDLR. Thus, students in higher academic years tend to have lower self-management and self-control, and those who feel supported by their families tend to have better self-directed learning readiness. Nurse educators must consider providing students with more opportunities for SDL, and encouraging family involvement in the students’ academic journey. Keywords — Self-Directed Learning Readiness, Desire For Learning, Self-Control, Self-Management, Family Support, Nursing Students, Nursing Education