Iranian Clinical Nurses' Readiness for Self-Directed Learning.

Morteza Malekian,Sharzad Ghiyasvandian,Akbar Hassanzadeh,Mohammad Ali Cheraghi

doi:10.5539/gjhs.v8n1p157

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.

Highlights

Clinical nurses are in need of being able to adapt to the ever-changing environment of clinical settings
The results of the independent-samples t test revealed that there were no significant differences between male and female as well as between single and married participants regarding the mean scores of SDLRS and its domains (P value > 0.05; Table 3)
Safavi et al (2010) found that most of the nursing student participating in their study had great Self-directed learning (SDL) readiness

Summary

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. Nurses’ success in adapting to unstable and ever-changing environments of clinical settings necessitates becoming lifelong learners and accepting great responsibility towards learning (Sharples & Moseley, 2010). Everybody can turn into self-directed learner; the level of their SDL ability depends on factors such as motivation for learning, self-confidence, conscience, experience, and intelligence (Cazan & Schiopca, 2014 ), which are collectively called readiness for SDL. Promoting nurses’ SDL readiness enhances their self-confidence, learning capacity, accountability, and independent learning ability (Bastable, 2013)

Methods

Results

Discussion

Conclusion