Students' perceptions of self-direction in pre-registration nurse education

This study explored to understand the lived experiences of a group of pre-registration nursing students' in a United Kingdom Higher Education setting, in the context of increasing responsibility for self-direction throughout the learning process. Care is underpinned by evidence, knowledge and problem solving skills, predicated on enhanced student capability to ensure self-direction in learning. A hermeneutic phenomenological approach framed within an interpretative paradigm enabled exploration to seek out individual and collective perceptions of the learning process. Four over-arching themes were identified: Divergent perceptions of self-directed learning, Adult learning needs and transition, Motivation and Understanding responsibility. Students appeared very dependent and, paradoxically, demanded both variety and consistency from educators in assisting them to develop as they progressed through the course. Within these themes, anxiety and vulnerability were shared motifs in students' experiences. Clear expectations of responsibilities and roles in learning is key to supporting students from the beginning of the undergraduate programme. Teacher and student interaction is important in developing and enabling critical engagement in learning with clear directions and guidelines.