Self-Directed Learning Readiness of Accelerated Baccalaureate Nursing Students

Rising attrition rates and declining retention rates remain concerns in baccalaureate nursing programs across the United States (U.S). At the same time, our nation’s nursing shortage continues to worsen. In response, colleges and universities are expanding programs offered, including accelerated baccalaureate nursing program paths. Although program length, method of course delivery, and matriculation often vary among programs, most all are comprised of a unique population of students differing in age, knowledge, life-experiences, and responsibilities. Nurse educators must to be innovative to effectively disseminate nursing knowledge and to foster an atmosphere of self-directed learning in classroom and clinical settings. At the same time, accelerated baccalaureate nursing students must take the initiative to independently identify and implement resources and strategies for successful learning. Current literature in nursing is limited, on student self-directed learning readiness in accelerated nursing programs and related teaching methods and strategies of nurse educators. The purpose of this study was to explore the self-directed learning readiness of accelerated nursing students, at program start and again, at two equally-spaced points during the program progression. Malcolm Knowles’ Adult Learning Theory (ALT) served as a theoretical basis for this study. The target population was a one-year program cohort of accelerated baccalaureate nursing students at an accredited baccalaureate school of nursing. This school of nursing also has an active and engaging chapter of Sigma Theta Tau International. Study outcomes revealed high self-directed learning readiness at all three measurement points, and noteworthy revelations. Namely, accelerated students consider themselves as organized and flexible learners, who are studious and welcome new knowledge. Malcolm Knowles ALT is supported by study findings. Knowledge gained from this research contributes to current nursing literature, helps explain the presence and level of self-directed learning readiness in accelerated baccalaureate nursing students, and provides nurse educators with suggested innovative teaching strategies to guide and support student program efforts.