Readiness for Self-Directed Learning Among Bachelor Nursing Students in Saudi Arabia: A Survey-Based Study

Background: Self-directed learning (SDL) is a significant and precise indicator of variations in nursing students' needs, interests, and abilities. SDL plays a pivotal role in adult learning and is associated with better outcomes, particularly through lifelong learning processes. Accordingly, nurse educators need more effective education strategies to implement changes in the academic environment to improve their management of adult learners.

Purpose: This study described and illustrated the level of readiness for SDL among baccalaureate nursing students of a Saudi university.

Method: Using a cross-sectional descriptive design, this study explored levels of readiness for SDL among nursing students of a Saudi university. A specific SDL readiness (SDLR) scale was adopted and distributed among 230 participants enrolled in the 3rd through 8th academic levels of baccalaureate nursing program. Findings: The findings revealed that more than half of the students demonstrated a low level of SDLR. However, they presented high "self-control" as compared to "self-management" and "desire for learning".

Conclusions: Despite high self-control levels, the participants' SDLR levels were generally low. Therefore, Saudi nursing students need to be involved in more active and independent educational approaches. In particular, they should adopt central learning strategies that emphasize critical thinking, self-direction, and collaboration