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Learning Objective 1: Discuss the implication of differences in self-directed learning readiness in baccalaureate nursing students for nursing education.
Learning Objective 2: Discuss the implications of the use of active learning strategies int he classroom in baccalaureate nursing students who differ in their self-directed learning readiness.
Purpose: The purpose of this study was to examine differences in self-directed learning readiness across class levels in a baccalaureate nursing program. The second purpose was to examine the relationship between student learning outcomes and self-directed learning when active learning strategies are employed in the curriculum.
Methods: A quantitative descriptive correlational methodology was used to answer the research questions. A sample of undergraduate baccalaureate nursing students (n=269) participated in the study. The Self-Directed Learning Readiness Scale for Nursing Education was used to assess student perceptions of their self-directed learning readiness. Student outcome measures included self-reported GPA and performance on HESI specialty exams.
Results: While little to no significance was found in the exploration of the relationship between self-directed learning readiness and student reported GPA and HESI specialty exam results, the students’ ability to apply and synthesize knowledge was lacking as evidenced by their HESI specialty exam scores. This occurred even though student total scores on the Self-Directed Learning questionnaires were all above the mean indicating that they all perceived themselves as being ready for self-directed learning.
Conclusion: Active learning strategies may require a significant capacity for self-directed learning by students particularly if they are being employed outside the classroom. Faculty need to be aware of student differences in self-directed learning readiness in designing student-centered instructional strategies to maximize student learning outcomes.