Self-directed learning readiness, student satisfaction, self-confidence, and persistence in associate degree nursing students

Self-directed learning readiness has been shown to influence a student's successful autonomy, critical thinking, and motivation. It also has the potential to indicate successful matriculation through a nursing program. This current study sought to highlight an overlooked factor (readiness) that could indicate a student's potential for success or failure in nursing school. This dissertation implemented a quantitative, correlational research design to explore self-directed learning readiness in associate degree nursing students. The readiness in relationship or comparison with student satisfaction, self-confidence in learning, and persistence throughout the nursing program was determined. Two pre-existing instruments, the Self-Directed Learning Readiness Scale for Nurse Education and the Student Satisfaction and Self-Confidence in Learning Scale, were used to collect data. Additionally, the Basic Demographic Questionnaire assessed the personal data, and the Intent to Persist Questionnaire assessed the persistence in the nursing program. Data were collected from 448 respondents. Following descriptive statistics, t-tests, and regression analysis, the findings indicate that associate degree nursing students who exhibit increased self-directed learning readiness scores are more satisfied, self-confident, and intent to persist in the nursing program. Grade point average was positively correlated with both self-directed learning readiness and the intent to persist in nursing school.