Self-Directed Learning and Competencies as Perceived by New Graduates Before and After the Pandemic: A Repeated Cross-Sectional Study.

The COVID-19 pandemic led to significant changes in nursing education; however, their impact on competencies and self-directed learning (SDL) skills achieved at the point of graduation has been limitedly investigated. To compare the perceived SDL skills and competencies at the time of graduation between pre- and postpandemic graduates; and to assess correlations, if any, between the SDL skills and competencies in both groups. A repeated cross-sectional study design following the Strengthening of the Reporting of Observational Studies in Epidemiology checklist. All 2019 (prepandemic) and 2023 (postpandemic group) new graduates from two Italian Universities and willing to participate were included. The Self-Rating Scale of SDL (SRSSDL) and the Nurse Competence Scale (NCS) were administered. Descriptive and inferential statistics were used. Postpandemic graduates reported slightly lower SDL scores (pre- 4.27 vs. postpandemic 4.18 out of 5,  = 0.030), with significant declines in "Awareness" ( = 0.005), "Learning Strategies" ( < 0.001), and "Interpersonal Skills" factors ( = 0.007). Perceived overall competence as measured with the NCS was higher in the postpandemic group (pre- 68.01 out of 100 vs. post- 71.08,  = 0.020), with significant gains in "Helping Role" ( = 0.005), "Teaching-Coaching" ( < 0.001), and "Ensuring Quality" dimensions ( < 0.001). Correlations between SDL skills and competencies perceived were weaker in the postpandemic group. The perceived competencies have improved while the SDL skills slightly declined in the postpandemic group, suggesting new needs of graduates in the transition to their professional role. The weak correlation between SDL skills and competencies in the postpandemic group underlines the importance of clinical experience in promoting self-direct learning. Nurse Managers are required to develop tailored strategies to support the transition process beyond the development of clinical competencies, with greater support for independence in learning-a crucial skill to become resilient and adaptable and to continually face the complexities of modern healthcare.