ABSTRACT
Nurse education in the United Kingdom is undergoing major changes arising from proposals for a new preparation for practice entitled Project 2000 (UKCC 1988). Self-directed learning is identified as an important element in most Project 2000 qualifying education programmes. There is, however, some lack of clarity about self-directed learning and how it should be managed in the curriculum. This paper addresses the fundamental meaning of the self-directed learning concept and the advantages in this approach. It is suggested that a balance must be established between maximising the student's control of her own learning and the constraints imposed by statutory educational requirements, particularly with regard to learning outcomes. The issue of the locus of control at various stages in the learning process is considered. The paper concludes by identifying the teacher's role as a supervisor of studies and a partnership model for student supervision is proposed.
