Students' Readiness for Self Directed Learning and its Relation to their Perception of Learning Context in Alexandria and Damanhour Nursing Faculties
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. Objective: The aim of the present study was to assess community health nursing students' readiness for self-directed learning and identify its relation to their perception of the learning context in Alexandria and Damanhour Nursing Faculties. Setting: The study was conducted at two Faculties of Nursing, Alexandria & Damanhour. Subjects: Using the equal allocation method, a convenient sample of 100 undergraduate nursing students registered at the Community Health Nursing Course during the second semester of the academic year 2013- 2014 were selected from each of the previously mentioned settings(n=200). Tools: Three tools were used for data collection. The first tool was students’ basic data structured questionnaire to identify the students’ personal and academic data. The second was Self-directed Learning Readiness Scale (SDLRS) for nurses to assess the students' readiness for self-directed learning. However, the third tool was Course Experience Questionnaire (CEQ) to assess the students' perception of the learning context. Results: Readiness for self-directed learning among students in Alexandria Faculty of Nursing was significantly higher than those in Damanhour Nursing Faculty and that students' readiness for self-directed learning is significantly affected by their perception of the learning context in both Faculties. Conclusion: Students' readiness for self-direction in learning was significantly affected by their academic performance and studying hours in both faculties. Students’ perception of the learning context had a significant positive correlation with their self-directed learning abilities. Recommendations: Assessing nursing students' readiness for self-directed learning and incorporating independent learning strategies in the nursing curricula.