Graduation Year
2020
Document Type
Dissertation
Degree
Ph.D.
Degree Name
Doctor of Philosophy (Ph.D.)
Degree Granting Department
Adult, Career and Higher Education
Major Professor
Waynne B. James, Ed.D.
Committee Member
Tony Tan, Ed.D.
Committee Member
Liliana Rodriguez-Campos, Ph.D.
Committee Member
Darlene DeMarie, Ph.D.
Keywords
Hospital, Nursing, Professional development, Self-directedness
Abstract
Self-directed learning readiness is the level of ability and willingness to manage one’s own learning. Research has been conducted on the self-directed learning readiness of both student nurses and professional nurses. However, research has not expanded to focus on the self-directed learning readiness of new graduate Registered Nurses entering the workforce. The purpose of this study was to identify the self-directed learning readiness of new graduate Registered Nurses entering the workforce in a hospital setting. The study examined their self-directed learning readiness profile; the differences in scores based on nursing degree, nursing program, and age; and the differences in scores compared to experienced Registered Nurses. The study’s hypotheses included (a) new graduate Registered Nurses in the 31 years and older age group had higher scores than the 18 to 30 years group and (b) experienced Registered Nurses’ scores were higher than new graduate Registered Nurses’ scores. This study used a quantitative, survey design with an online questionnaire, which was Guglielmino’s Self-Directed Learning Readiness Scale. The majority of the new graduate Registered Nurses scores fell in the above average category. The new graduate Registered Nurses in the baccalaureate degree group performed better in self-directed learning readiness than the associate degree group. The scores of the new graduate Registered Nurses in the accelerated nursing program group and the traditional nursing program group were similar. The new graduate Registered Nurses in the 31 years and older age group performed better in self-directed learning readiness than the 18 to 30 years group and; therefore, the related hypothesis was verified. Registered Nurses who were new graduates performed better on self-directed learning readiness than Registered Nurses who were experienced, which did not support the associated hypothesis. Understanding the new graduate Registered Nurses self-directed learning readiness profile and differences in scores based on variables provides valuable insight for academia, workforce, and nursing professional organizations, as well as, for the new graduate Registered Nurses themselves. More research on self-directed learning readiness of new graduate Registered Nurses is needed to continue to expand the understanding of their self-directed learning readiness.
Scholar Commons Citation
Hain, Denise, "Analysis of the Self-Directed Learning Readiness of New Graduate Registered Nurses" (2021). USF Tampa Graduate Theses and Dissertations.
https://digitalcommons.usf.edu/etd/8786
