Self-directed learning (SDL) has become a focus for nursing education in the past few
decades due to the complexity and changes in nursing profession development. Objective: The
aim of the present study was to assess community health nursing students' readiness for selfdirected
learning and identify its relation to their perception of the learning context in
Alexandria and Damanhour Nursing Faculties. Setting: The study was conducted at two
Faculties of Nursing, Alexandria & Damanhour. Subjects: Using the equal allocation
method, a convenient sample of 100 undergraduate nursing students registered at the
Community Health Nursing Course during the second semester of the academic year 2013-
2014 were selected from each of the previously mentioned settings(n=200). Tools: Three
tools were used for data collection. The first tool was students' basic data structured
questionnaire to identify the students' personal and academic data. The second was Selfdirected
Learning Readiness Scale (SDLRS) for nurses to assess the students' readiness for
self-directed learning. However, the third tool was Course Experience Questionnaire (CEQ)
to assess the students' perception of the learning context. Results: Readiness for self-directed
learning among students in Alexandria Faculty of Nursing was significantly higher than those
in Damanhour Nursing Faculty and that students' readiness for self-directed learning is
significantly affected by their perception of the learning context in both Faculties.
Conclusion: Students' readiness for self-direction in learning was significantly affected by
their academic performance and studying hours in both faculties. Students' perception of the
learning context had a significant positive correlation with their self-directed learning
abilities. Recommendations: Assessing nursing students' readiness for self-directed learning
and incorporating independent learning strategies in the nursing curricula.