The Relationship Between Nursing Students’ Life-Long Learning Tendencies and Self-Directed Learning Readiness

Abstract

Frequent and various developments and changes in the nursing profession necessitate lifelong learning and self-learning for nursing profession. To cope with new developments and changes and continue professional development in nursing, it is important to develop the skills of life-long learning and self-directed learning. 
 The study was conducted with 926 nursing students. The data were collected by using an Information Form, the Life-Long Learning Tendencies Scale and the Self-Directed Learning Readiness Scale. This study was checked with the STARD checklist. The data that were obtained were analyzed by using the SPSS 20.0 (Statistical Package for the Social Sciences) software. The validity and reliability of the scales were tested by Cronbach’s alpha analysis. 
 As a result of the study, it was determined that it is needed to improve the participants’ life-long learning tendencies and self-directed learning readiness levels. A positive, weak and significant relationship was found between the participants’ life-long learning tendencies and self-directed learning readiness levels.
 Based on the results, it may be recommended consider the relationship between these two skills and improve nursing students’ life-long learning tendencies and readiness to learn by themselves by considering these together in nursing education programs.