Abstract
The global call to improve the quality of healthcare, and the restructuring of job descriptions require nurses to return to school to attain the necessary qualifications. Some nursing degree completing programs available in Uganda provide blended learning which combines the traditional classroom and online learning. However, learning online requires students to be equipped with readiness competences which include computer/internet and online communication self-efficacy, self-directed learning, time management, study habits, and institutional support from peers and instructors. This quantitative arm of the study explored the self-efficacy of the readiness competences of the 226 nursing students in the degree completion programs and the predictors of readiness to learn online. Descriptive and inferential statistics were used to analyze the data. Slightly over half of the students (58%) were ready to learn online. The finding indicates a moderate level of readiness where to attain readiness category required at least 76% of the students to be ready to learn online. The students reported a high level of readiness in self-directed learning, time management, study habits, and institutional support but lower readiness levels in online communication and computer/internet self-efficacy. All competences were significantly correlated and predicted readiness, suggesting their interdependence in contributing to readiness to learn online. Computer and online communication self-efficacy were the strongest predictors of readiness to learn online, whereas self-directed learning and institutional support were the weakest. The Readiness to Learn Online Model (RLOM) predicted 88% of the readiness and therefore presumed to be very good in assessing online learning readiness. The findings necessitate the institutions to assess students before they enter the online programs and to provide resources, training and continuously persuade them to improve their self-efficacy.
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