The Effect of Self-Directed Learning on Students' Competency in Clinical Practice in Delta State College of Health Sciences
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Background of the Study
Self-directed learning (SDL) has gained significant recognition as an essential educational strategy, particularly in fields that demand critical thinking, autonomy, and hands-on experience, such as healthcare. SDL empowers students to take charge of their learning process, making decisions about what and how they learn, which enhances their motivation and engagement in the learning process (Van der Horst et al., 2024). In the context of nursing and other healthcare disciplines, SDL is viewed as a valuable method for developing the competencies necessary for effective clinical practice (Simons & Buisman, 2025).
The application of SDL is particularly relevant for nursing students, who must not only acquire theoretical knowledge but also develop clinical skills to provide quality care. At Delta State College of Health Sciences, SDL is increasingly being integrated into the curriculum as a way to encourage students to take responsibility for their learning, thus preparing them for the fast-paced and often unpredictable nature of clinical practice. The model of SDL offers several advantages, including the ability to engage in lifelong learning, improve problem-solving skills, and adapt to rapidly changing healthcare environments (Hall et al., 2023).
Despite the positive outcomes associated with SDL, there is still a gap in understanding how effectively it influences students' clinical competencies. Clinical practice is the stage where theoretical knowledge is applied, and it is essential that students are prepared to function independently and efficiently. However, the extent to which self-directed learning impacts nursing students’ competencies in the clinical environment at Delta State College of Health Sciences has not been adequately explored. The current study will focus on examining the effects of SDL on nursing students’ ability to perform clinical tasks, make evidence-based decisions, and work autonomously in healthcare settings. Understanding the influence of SDL on clinical competency could provide valuable insights into improving the curriculum and training approaches in nursing education.
Statement of the Problem
While the benefits of SDL in nursing education are widely recognized, there is limited research on its specific impact on students' clinical competencies, especially in Nigerian institutions. The Delta State College of Health Sciences has implemented SDL strategies, yet the outcomes of these approaches on students’ practical abilities in clinical settings remain largely undocumented. The current study aims to bridge this gap by investigating how SDL influences the development of nursing students' clinical skills and competencies. The problem is further compounded by the diverse learning preferences and needs of students, which may affect how they engage with SDL activities. Therefore, this research will explore the extent to which SDL contributes to enhancing clinical competence and address whether this approach meets the demands of healthcare institutions in Nigeria.
Objectives of the Study
- To examine the effect of self-directed learning on nursing students' clinical competency in Delta State College of Health Sciences.
- To assess nursing students' perceptions of self-directed learning in relation to their clinical practice preparedness.
- To identify challenges faced by nursing students in engaging with self-directed learning during clinical training.
Research Questions
- How does self-directed learning influence the clinical competencies of nursing students at Delta State College of Health Sciences?
- What are nursing students’ perceptions of the effectiveness of self-directed learning in preparing them for clinical practice?
- What challenges do nursing students face when engaging in self-directed learning during clinical practice?
Research Hypotheses
- There is a significant positive relationship between self-directed learning and clinical competencies of nursing students at Delta State College of Health Sciences.
- Nursing students' perceptions of self-directed learning are positively correlated with their clinical performance in healthcare settings.
- The challenges faced by nursing students in SDL are significantly associated with their clinical competencies.
Scope and Limitations of the Study
This study will focus on nursing students at Delta State College of Health Sciences, specifically those who are undergoing clinical training. It will evaluate their experiences with self-directed learning and its impact on their clinical competencies. The study will be limited to students in the final years of their program, as they are expected to have significant clinical exposure. Additionally, the findings may be influenced by factors such as individual student motivation, access to resources, and faculty support for SDL. The study will not include students from other healthcare disciplines or institutions outside Delta State College of Health Sciences.
Definitions of Terms
- Self-Directed Learning (SDL): A learning process where individuals take the initiative to diagnose their learning needs, set learning goals, find resources, and evaluate their learning progress (Knowles, 2023).
- Clinical Competency: The ability to demonstrate proficiency in clinical skills and decision-making in real-world healthcare settings.
- Clinical Practice: The stage of nursing education where students apply theoretical knowledge in direct patient care environments under supervision to develop practical skills and competencies.
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