Self-directed learning readiness of community nurses to development essential knowledge and skills for community health nursing practice
Keywords:
community nurses, self- directed learning readiness, essential knowledge, essential skillsAbstract
This descriptive study aimed to examine: 1) the level of self-directed learning readiness, 2) the needs for essential knowledge and skills in practice, and 3) the relationships between personal factors, needs for essential knowledge and skills, and self-directed learning readiness among community nurses. The participants were 312 registered nurses working in Subdistrict Health Promoting Hospitals in Health Region 4, selected through multistage random sampling. The research instruments consisted of a self-directed learning readiness scale and a questionnaire assessing needs for essential knowledge and skills in practice. The instruments demonstrated Index of Item-Objective Congruence (IOC) values ranging from .79 to 1.00 and a reliability coefficient of .97. Data were analyzed using descriptive statistics and correlation analyses, with statistical significance set at .05.
The results showed that overall self-directed learning readiness and all its dimensions were at a high level (Mean = 3.95, S.D. = 0.43). Needs for essential knowledge and skills ranged from high to very high levels. Personal factors, including gender, age, educational level, and work experience, were significantly associated with self-directed learning readiness (p-value < .001). Needs for essential knowledge and skills were moderately and positively correlated with self-directed learning readiness (r = .53 and .55, respectively; p-value < .001).
The findings suggest that self-directed learning should be continuously promoted alongside the development of essential knowledge and skills. The results may inform workforce development planning in primary healthcare settings and the design of short-term training programs for community nurses.
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