A Longitudinal Analysis of the Self-Directed Learning Readiness Level of Nursing Students Enrolled in a Problem-Based Curriculum

Kocaman G., Dicle A., Ugur A.

JOURNAL OF NURSING EDUCATION, vol.48, no.5, pp.286-290, 2009 (SCI-Expanded) identifier

  • Publication Type: Article / Article
  • Volume: 48 Issue: 5
  • Publication Date: 2009
  • Doi Number: 10.3928/01484834-20090416-09
  • Journal Indexes: Science Citation Index Expanded (SCI-EXPANDED), Social Sciences Citation Index (SSCI), Scopus
  • Page Numbers: pp.286-290
  • Dokuz Eylül University Affiliated: Yes


Self-directed learning is an important outcome of nursing education. Although problem-based learning is believed to facilitate self-directed learning, previous studies have reported conflicting results. This longitudinal survey explored the perceived changes in self-directed learning for 4 years in a baccalaureate nursing education program with an integrated problem-based learning curriculum. Fifty of 59 students (response rate, 85%) completed the Self-Directed Learning Readiness Scale at five different time points: at the beginning of each academic year and at program completion. Scores were significantly lower during the first academic year compared with other years, and fourth-year scores were significantly higher than in previous years. Scores on the three subscales (i.e., self-management, desire for learning, and self-control) increased significantly during the 4 years of the program. These findings support self-directed learning as a maturational process. Implications for nursing faculty and curriculum development are discussed.