Abstract

INTRODUCTION: Clinical nurses are in need of being able to adapt to the ever-changing environment of clinical settings. The prerequisite for their successful adaptation is to be lifelong learners. An approach for making nurses lifelong learners is self-directed learning.

AIMS: This study was undertaken to evaluate a group of Iranian clinical nurses’ readiness for self-directed learning and its relationship with some of their personal characteristics.

METHODS: This cross-sectional descriptive study was conducted in 2014. A random sample of 314 nurses working in three hospitals affiliated to Isfahan Social Security Organization, Isfahan, Iran, was recruited to complete the Fisher’s Self-directed Learning Readiness Scale.

FINDINGS: In total, 279 nurses filled the scale completely. The mean of their readiness for self-directed learning was 162.50±14.11 (120–196). The correlation of self-directed learning readiness with age, gender, marital status, and university degree was not statistically significant.

CONCLUSION: Most nurses had great readiness for self-directed learning. Accordingly, nursing policy-makers need to develop strategies for promoting their self-directed learning. Moreover, innovative teaching methods such as problem solving and problem-based learning should be employed to prepare nurses for effectively managing the complexities of their ever-changing work environment.

This work is licensed under a Creative Commons Attribution 4.0 License.