LEVEL OF READINESS OF NURSES FOR SELF-EDUCATION
DOI:
https://doi.org/10.11603/m.2414-5998.2025.4.15865Keywords:
nurses; self-education; professional readiness; self-development; competence; educational activity.Abstract
Abstract. The article explores the readiness of nurses for professional self-education in the context of healthcare system transformation. The relevance of this issue is substantiated by the increasing demands for professional competence, the digitalization of the educational environment, and the necessity to maintain the psychological resilience of medical personnel under challenging working conditions. Theoretical foundations of the concept of «readiness for self-education» are presented as an integrative construct combining motivational-value, cognitive, activity-based, and reflective components. The purpose of the study was to theoretically substantiate and empirically examine the level of nurses’ readiness for self-education. The findings show that most respondents demonstrate a medium or above-average level of readiness, which is reflected in consistent educational activity, independence in learning, and a moderate need for external support. At the same time, a cautious attitude toward digital educational tools were observed, indicating the need to strengthen digital competence. Expert evaluation confirmed the potential for autonomous learning but also revealed the need to further develop reflection, initiative, and a culture of professional knowledge sharing. The overall level of nurses’ readiness for self-education is assessed as sufficient but requiring purposeful development through the creation of a supportive educational environment.
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