Year: 2025 | Month: October-December | Volume: 10 | Issue: 4 | Pages: 138-145
DOI: https://doi.org/10.52403/gijhsr.20250416
Readiness for Self-Directed Learning among Nursing Students
Bijaya Adhikari1, Ambika Ghimire2, Bimala Adhikari3
1,2,3Assistant professor, Patan Academy of Health Sciences, School of Nursing and Midwifery (Lalitpur Nursing Campus), Sanepa, Lalitpur, Nepal
Corresponding Author: Bijaya Adhikari
ABSTRACT
Introduction: Self-directed learning (SDL) is essential in nursing education to promote autonomy, critical thinking, and lifelong learning. Assessing nursing students’ readiness for SDL is crucial, particularly in institutions adopting student-centered approaches. The study aimed to assess the readiness for self-directed learning among nursing students at the Patan Academy of Health Sciences (PAHS).
Materials and Methods: A descriptive cross-sectional study was conducted among 285 nursing students selected through total enumerative sampling at PAHS. Data was collected using a structured questionnaire incorporating the Self-Directed Learning Readiness Scale (SDLRS) developed by Fisher et al. Descriptive statistics (frequencies, percentages, mean, SD) were used to assess the level of SDL readiness, while inferential statistics were applied to determine associations between SDL readiness and selected demographic and academic variables.
Results: A total of 73.3% of the respondents demonstrated a high level of readiness for self-directed learning. Among the SDLRS domains, the highest mean score was observed in self-control (58.8 ± 8.4), followed by desire for learning (48.6 ± 6.8) and self-management (48.1 ± 6.8). A statistically significant association was found between SDL readiness and age as well as educational program (p < 0.05). No significant association was observed between SDL readiness and involvement in PBL or place of residence.
Conclusion: Nursing students at PAHS exhibit a high level of readiness for self-directed learning, with age and educational program emerging as significant influencing factors. These findings underscore the need for educators to adopt learning strategies that promote independent learning, improve knowledge retention, and strengthen decision-making and confidence among students. Enhancing PBL approaches and incorporating additional active learning strategies may further improve SDL readiness and better prepare nursing graduates for lifelong professional learning.
Keywords: Self-Directed Learning, SDL readiness, nursing students, Patan Academy of Health Sciences