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Using Learning Outcome Measures to assess Doctoral Nursing Education

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Iranian Clinical Nurses' Readiness for Self-Directed Learning.

Morteza Malekian, Sharzad Ghiyasvandian¹, Mohammad Ali Cheraghi

¹. shghiyas@yahoo.com.

Global Journal of Health Science

|August 4, 2015

Summary

Iranian clinical nurses demonstrate strong readiness for self-directed learning, a crucial skill for adapting to dynamic healthcare environments. This finding suggests a need for strategies to further promote lifelong learning among nursing professionals.

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Area of Science:

Nursing Education
Healthcare Professional Development

Background:

Clinical nurses require adaptability in evolving healthcare settings.
Lifelong learning is essential for nurses' successful adaptation.
Self-directed learning is a key approach to foster lifelong learning in nurses.

Purpose of the Study:

To assess the readiness for self-directed learning among Iranian clinical nurses.
To examine the relationship between nurses' self-directed learning readiness and personal characteristics.

Main Methods:

A cross-sectional descriptive study was conducted in 2014.
A random sample of 314 nurses from three Isfahan hospitals participated.
The Fisher's Self-directed Learning Readiness Scale was administered.

Main Results:

279 nurses completed the scale, with a mean self-directed learning readiness score of 162.50±14.11.
No statistically significant correlation was found between self-directed learning readiness and age, gender, marital status, or university degree.
The majority of nurses exhibited high readiness for self-directed learning.

Conclusions:

Most Iranian clinical nurses possess a high degree of readiness for self-directed learning.
Nursing policymakers should implement strategies to enhance self-directed learning.
Innovative teaching methods, like problem-based learning, are recommended to equip nurses for complex work environments.