We all have stories to tell: the perception of international nurses regarding self-directed learning in higher education in the UK

International nurses studying in UK higher education are expected to engage in self-directed learning (SDL) but their previous learning experience of rote learning in their home countries predispose them to non-alignment with instructional methods of SDL. This underscores the importance of this novel study which aims to uncover the nuances that illuminate the perceptions of international nurses regarding SDL and how they may be supported to develop SDL capabilities. This study used Clandinin and Connelly (2000) narrative inquiry approach and online semi-structured interviews to guide data collection. Eight participants (international nurses) studying in a UK University were recruited from one site (a local NHS trust) for this study. Two in depth narrative interviews were conducted with each participant. Nasheeda et al. (2019) restoring framework was used for descriptive narrative analysis whilst Braun and Clarke (2021) thematic analysis was used to elicit findings for the study. Participants initially perceived SDL as challenging, overwhelming, stressful and a cultural shock but later after the first module, participants described SDL as helpful because it increased their self-confidence, criticality, ability to undertake independent learning, and apply theory to practice. Participants negotiated differences in academic expectations by seeking for support from peers and tutors, psychological preparation of family and exploration of literature around critical writing and Harvard referencing. This study revealed that, participants would like to be supported by having frequent one on one sessions with tutors, detailed feedback with clear explanation and examples of what to write, guidance from past students, extra study days from employer and access to more learning resources around critical writing and Harvard referencing. This study further revealed that SDL of international nurses is socially mediated as they had to be directed at the beginning of the programme for them to become self-directed at later stages during the programme. It highlights the need for higher education institutions to intentionally scaffold teaching and learning task as well as modify teaching strategies such as personal tutoring, constructive feedback, peer support, and supportive learning conditions to help international nurses develop SDL capabilities.

Grantor dc:publisher

Oxford Brookes University

Author dc:creator

• Afanu, Anthony Kofi

Contributors dc:contributor

• Spiro, Jane
• Davison-Fischer, Jan

Statement dc:rights

• All rights reserved

Language dc:language

en

DOI dc:identifier

https://doi.org/10.24384/4bfs-xv27

OAI identifier oai:identifier

tle:f16842a5-25a6-4856-b01c-654b394004ef:d6bd9758-527a-46cd-bfe2-c433766e8fca:1