Abstract
Self-directed learning (SDL) uses diverse learning resources to solve identified problems in learning. Nursing is a lifelong learning profession and SDL is a valuable skill to remain relevant and productive professionals. Nursing students are expected to embrace SDL and develop these skills. However, there has been no evidence of this innovative process in South-West Nigeria. This study seeks to evaluate nursing students’ readiness for SDL and its effect on learning outcome. This quasi-experimental study purposively utilized 229 nursing students as participants. Baseline (P1) data was collected using Gugliemino’s SDL readiness scale (SDLRS) and a validated-structured questionnaire. Participants had a pre-test to assess knowledge at P1 followed by 6 weeks interaction using SDL on selected topics in Medical-surgical nursing and the same test at post-intervention (P2). Using a 50-point scale, knowledge was categorized as good ≥ 25 and poor < 25 and SDLRS on a 290-point scale was categorized as below average 5 - 201, average 202 - 226 and above average 227 - 290. Descriptive statistics, Chi-square test, t-test and linear regression analysis were used for analysis at p = 0.05. Nursing students’ SDLRS was average; mean = 203 ± 23.0. A significant difference exists between nursing students with good knowledge at P1 and P2. At P1, 39.2% had good knowledge, mean = 22.2 ± 6.3, and 90.1% at P2, mean = 30.6 ± 5.4, p < 0.05 also a significant relationship exist between SDLR and learning outcome at P2; p < 0.05. With the nursing students’ average SDL readiness level having a significant effect on learning outcome. Nursing training institutions should provide necessary resources to embrace SDL as a main-line teaching method to ensure competent life-long professionals.
Highlights
Self-directed learning (SDL) has become a focus for nursing education in the past few decades due to the complexity and changes in nursing profession development [1].Recently, health-related training programmes, nursing inclusive are undergoing innovative evidence-based changes in many parts of the world [2]
The minimum value for the nursing students’ readiness for SDL was 122, maximum value; 251 with a mean value of 203 ± 23.0. This average self-directed readiness score is slightly higher than the findings reported from previous studies in other countries (Table 2); a study on self-directed learning readiness and learning styles among Saudi undergraduate nursing students revealed that their total mean score of self-directed learning readiness was 159.6(2), 154.72 among Chinese baccalaureate nursing students [8] and 150.55 among Australian undergraduate nursing students [9]
This study has been able to discover that readiness for SDL has a significant effect on learning outcome among nursing students in South-West Nigeria
Summary
Self-directed learning (SDL) has become a focus for nursing education in the past few decades due to the complexity and changes in nursing profession development [1].Recently, health-related training programmes, nursing inclusive are undergoing innovative evidence-based changes in many parts of the world [2]. Self-directed learning (SDL) has become a focus for nursing education in the past few decades due to the complexity and changes in nursing profession development [1]. Helping students get more out of their search for knowledge by being self-directed is a major goal of teaching and training institutions [4]. SDL has been defined as a process in which learners take the initiative in planning, implementing, and evaluating their own learning needs and outcomes, with or without the help of others (Knowles, 1975). When self-directed learning is introduced as a supplement to the traditional learning approach, it provides learners with a greater opportunity to reach their own potentials [5] and educators will be able to keep students engaged and active participants in the teaching-learning activities thereby enhancing learning
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