Professional nurses’ readiness for lifelong learning in Gauteng public healthcare: The motivation-barrier paradox

Abstract

Background: In South African public healthcare, continuing professional development (CPD) is essential for maintaining nursing competence; however, participation rates remain suboptimal despite regulatory mandates. Objectives: This study assessed professional nurses’ learning readiness and motivation, while reporting contextual factors influencing CPD participation in public hospitals in Gauteng province. Method: A cross-sectional design was employed with 158 professional nurses from three public hospitals, using validated instruments to measure self-directed learning readiness (17 items, α = 0.95), desire for learning (8 items, α = 0.92), and workplace learning opportunities. Descriptive statistics and exploratory factor analysis were conducted. Results: Despite 94.3% nurses having access to learning opportunities and 98.7% expressing interest, only 51.0% participated. Staff shortages emerged as the primary barrier (41.7%), followed by scheduling conflicts (16.7%). Nurses demonstrated strong learning readiness (mean 3.2–3.8/5.0), yet contextual constraints limited engagement. Technology deficits were pronounced: 84.8% lacked workplace internet access despite 82.5% preferring blended learning. Conclusion: The gap between high motivation and limited participation reveals that CPD challenges are fundamentally structural, not individual. Contribution: This study provides evidence that effective CPD in resource-constrained settings requires multilevel interventions addressing workforce adequacy, technology infrastructure, and organisational support.