Effects of a self-directed learning project and preference for structure on self-directed learning readiness

Area of Science:

• Nursing Education
• Educational Psychology

Background:

• Self-directed learning (SDL) is crucial for nursing students' professional development.
• Understanding factors influencing SDL readiness, such as preference for structure, is essential for optimizing educational strategies.

Purpose of the Study:

• To investigate the impact of preference for structure and engagement in a self-directed learning (SDL) project on the SDL readiness of junior baccalaureate nursing students.
• To determine if individual differences in structure preference moderate the effect of SDL projects on learning readiness.

Main Methods:

• A quasi-experimental design compared a control group (no SDL project) with an experimental group (SDL project) of nursing students (N=104).
• Preference for structure was assessed using Ginther's Reactions to Statements.
• Self-Directed Learning Readiness Scale (SDLRS) measured SDL readiness, with pretest scores used as a covariate in a multiple regression analysis of covariance.

Main Results:

• Neither preference for structure nor conducting an SDL project independently predicted posttest SDL readiness.
• A significant interaction effect was found between preference for structure and conducting an SDL project on SDL readiness.
• Students with a low preference for structure showed greater benefits from the SDL project compared to those with a high preference for structure.

Conclusions:

• The effectiveness of self-directed learning projects in nursing education is contingent upon students' preference for structure.
• Educational interventions should consider individual learning preferences to maximize the benefits of self-directed learning approaches.
• Tailoring pedagogical strategies based on structure preference can enhance self-directed learning readiness in nursing students.