Motivation to learn, learner independence, intellectual curiosity and self-directed learning readiness of prelicensure sophomore baccalaureate nursing students

摘要

Attrition is a major concern in schools of nursing, and research shows that it is most prevalent in baccalaureate nursing students as they first encounter their initial nursing and core science courses. Many nursing students are confronted with these challenging courses as they enter their sophomore year in 4-year baccalaureate nursing schools. Nurse educators anticipate that sophomore students have the potential to be self-directed learners; and have the initiative to independently identify and implement resources and strategies for learning. A concept analysis of self-directed learning readiness identified motivation to learn, learner independence, and intellectual curiosity as the primary antecedents of self-directed learning readiness. The purpose of this descriptive correlational study was to explore the relationships among these predictor variables and self-directed learning readiness of prelicensure sophomore baccalaureate nursing students. Imogene King's Theory of Goal Attainment and Malcolm Knowles' Theory of Self-Directed Learning served as a theoretical basis for this study. The target population and setting was prelicensure sophomore baccalaureate nursing students at four randomly selected accredited schools of nursing across the United States holding chapter membership in Sigma Theta Tau International. Data analyses included descriptive and inferential statistics appropriate to answer the study's research questions and to test the hypothesis that the linear combination of motivation to learn, learner independence, and intellectual curiosity will predict self-directed learning readiness in prelicensure sophomore baccalaureate nursing students better than any one variable alone. The findings of this study revealed statistically significant evidence that prelicensure sophomore baccalaureate nursing students scored moderately high on measures of motivation to learn, learner independence, and intellectual curiosity for nursing education. Furthermore, the linear combination of the predictor variables of learner independence and motivation to learn predicted self-directed learning readiness in prelicensure sophomore baccalaureate nursing students better than any one variable alone. The third predictor variable, intellectual curiosity, failed to enter the regression equation due to multicollinearity. The findings of this study advance nurse educators' and nursing students' understanding of self-directed learning readiness. Redesigning courses in nursing education, incorporating innovative teaching and learning techniques in classroom and clinical settings, and encouraging nurse educators to foster learner independence and motivation to learn may enhance and support student learning. Nurse educators can also identify nursing students early in the educational process who may benefit from mentoring and learning support. These findings support Kings' Theory of Goal Attainment and Malcolm Knowles' Theory of Self-Directed Learning and contribute to the current body of nursing literature and the advancement of nursing science on self-directed learning readiness in prelicensure baccalaureate nursing students.