Assessing readiness for self-directed learning within a non-traditional nursing cohort

Area of Science:

• Nursing Education
• Higher Education Policy
• Adult Learning

Background:

• Australian tertiary education deregulation impacts student demographics.
• Non-traditional students, including mature-age career changers, are increasingly common in nursing programs.
• External and flexible study options attract diverse student cohorts requiring self-direction and resilience.

Purpose of the Study:

• To assess self-directed learning readiness (SDLR) in undergraduate nursing students.
• To identify differences in SDLR based on age, gender, academic year, and previous qualifications.
• To challenge assumptions about SDLR being solely dependent on age or prior tertiary experience.

Main Methods:

• An online survey questionnaire was administered.
• The survey utilized the Self-directed Learning Readiness Scale for Nursing Education.
• Participants included undergraduate nursing students from all three academic years.

Main Results:

• No significant differences in SDLR were found concerning age or gender.
• First-year students exhibited lower levels of SDLR compared to other years.
• Unexpected variations in SDLR subscales emerged based on previous qualifications, with post-graduate holders scoring lower in Self-Management and bachelor's degree holders scoring highest in Desire for Learning.

Conclusions:

• SDLR is not solely determined by student age or the duration of tertiary study.
• Universities should consider tailored support for first-year students to foster self-directed learning.
• The impact of prior qualifications on specific SDLR components warrants further investigation in nursing education.