Self‐directed learning in nurse education: a review of the literature

Abstract

Rationale. Self‐directed learning is essential in assisting nurses to meet the challenges presented in today's health care environment. Nurse educators have an important role to play in assisting nurses to acquire the skills for self‐directed learning, and to do this they need to understand the concept of self‐directed learning. Aim. The aim of this review is to explore the concept of self‐directed learning and its use in nurse education. Methods. A review of the literature was conducted using CINAHL, Medline and other databases and the keywords ‘self‐directed learning’, ‘student nurses’, ‘classroom’, ‘nursing education’ and ‘adult education’. Findings. The concept of self‐directed learning is based on the principles of adult education and can take many different formats. Self‐directed learning has many benefits. However, acquiring the necessary skills is dependent on a students’ preference and readiness for self‐directed learning and nurse educators’ implementation of the concept. In implementing self‐directed learning, nurse educators become facilitators of learning and require ongoing staff development. Not all students are self‐directed and a variety of teaching methods should be used in curricula. Conclusions. A consensus definition of the concept of lifelong learning does not exist, and students and teachers may have different perspectives on it. Mature students may be more self‐directing than school‐leavers, and learning styles and readiness to learn need to be assessed when judging the appropriateness of using self‐directed learning approaches. However, there are many potential benefits, including increased confidence, autonomy, motivation and preparation for lifelong learning.