FACTORS INFLUENCING SELF-DIRECTED LEARNING READINESS AMONG NURSING STUDENTS IN MEDICAL TRAINING COLLEGES IN SIAYA COUNTY, KENYA

Abstract

Self-directed learning readiness represents an individual's capacity and willingness to take charge of their learning journey. Regular assessments of self-directed learning readiness are crucial to gauge its effectiveness within any educational program. Moreover, evaluating self-directed learning readiness is pivotal for educational planning, aiding in selecting appropriate instructional methods tailored to students' academic strengths and weaknesses. Despite integrating self-directed learning into the curriculum of Kenya Medical Training College (KMTC), little is known about the readiness for self-directed learning among students in the institution. This study aimed to evaluate factors influencing self-directed learning readiness among nursing students enrolled in Medical Training Colleges in Siaya County, Kenya. The study adopted a cross-sectional analytical study design and collected mixed-method data. The study included 271 female respondents (67.1%) and 133 male respondents (32.9%). The results revealed that nursing students undergoing training at Kenya Medical Training Colleges in Siaya County exhibited a high level of self-directed learning readiness, with a mean score of 157.2. Whereas, the mean scores for self-management, desire for learning, and self-control were 51.2, 47.4, and 58.6, respectively. Notably, the study found no noticeable differences in self-directed learning readiness between the two campuses (ꭓ2 = 0.001, p = 0.971). The findings underscored the significance of self directed learning mentorship as one of the most influential factors influencing self directed learning readiness. Students who received self-directed learning mentorship displayed a substantially higher adjusted odds ratio (aOR) of 0.471 (95% CI=0.239 0.926; p=0.029) compared to those without mentorship. Additionally, ownership of a functional laptop emerged as a significant determinant, with students lacking access to one exhibiting a significantly lower aOR of 0.486 compared to laptop owners (aOR=0.486; 95% CI=0.238-0.992; p=0.047). Lack of laptop access appeared to correlate with reduced readiness for self-directed learning. Furthermore, the source of school fees played a pivotal role, with students receiving scholarships having substantially lower aORs compared to those whose guardians covered their school fees (aOR=0.276; 95% CI=0.077-0.99; p=0.048). This study revealed that nursing students in Siaya County's medical training colleges exhibit high readiness for self-directed learning, emphasizing their inclination toward autonomous education. Individual factors like financial stability, technological resources, and prior exposure to self directed learning were discernible influencers, alongside institutional factors such as internet access and self-directed learning mentorship. These results underscore the importance of cultivating self-directed learning strategies within nursing education and addressing both individual and institutional factors to empower future nursing professionals for independent and successful healthcare practice. Consequently, this study recommends the continuity of the current approach, emphasizing the strengthening of mentorship strategies for self-directed learning. Additionally, the installation of reliable internet/wi-fi connectivity accessible to students at all times is also recommended to enhance their educational experience.