| dc.description.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. | en_US |
