Exploring self-directed learning readiness and related factors: the role of time management skills in nursing students.

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  • Additional Information
    • Source:
      Publisher: BioMed Central Country of Publication: England NLM ID: 101088679 Publication Model: Electronic Cited Medium: Internet ISSN: 1472-6920 (Electronic) Linking ISSN: 14726920 NLM ISO Abbreviation: BMC Med Educ Subsets: MEDLINE
    • Publication Information:
      Original Publication: London : BioMed Central, [2001-
    • Subject Terms:
      Students, Nursing*/psychology ; Time Management* ; Self-Directed Learning as Topic* ; Education, Nursing, Baccalaureate*; Humans ; Cross-Sectional Studies ; Female ; Male ; Young Adult ; Adult ; Surveys and Questionnaires
    • Abstract:
      Background: Previous studies have reported varying levels of self-directed learning readiness and time management skills among nursing students, and the relationship between these two skills has not been extensively explored. Consequently, this study aimed to assess self-directed learning readiness and its influencing factors, with a specific emphasis on the role of time management skills among nursing students.
      Methods: This cross-sectional study involved the participation of 110 undergraduate nursing students who were conveniently recruited for the research. The data collection tools included a demographic information form, Fisher's Self-Directed Learning Readiness questionnaire, and the Time Management Inventory developed by Britton and Tesser. The collected data were analyzed using STATA-14 statistical software.
      Results: The findings revealed that 96.4% of the nursing students demonstrated readiness for self-directed learning. The mean overall score for self-directed learning readiness was 162.3 ± 6.1 out of 200, indicating a relatively high level of readiness. The mean score for time management skills was 98.1 ± 5.0 out of 135, suggesting satisfactory proficiency in this area. In terms of the relationship between self-directed learning readiness and its associated factors, time management skills, academic probation history, grade point average, place of residence, and level of interest in the field of study collectively accounted for 9.2% of the variance in self-directed learning readiness. Among these factors, academic probation history, grade point average, and place of residence emerged as statistically significant predictors (P < 0.05).
      Conclusions: The study findings indicate that the level of self-directed learning readiness and time management skills among the nursing students were considered acceptable. Academic probation history, grade point average, and place of residence emerged as significant predictors of self-directed learning readiness. These results highlight the importance of considering students' academic background and living conditions to effectively enhance their level of self-directed learning readiness. Further research is recommended to explore additional factors that may influence self-directed learning readiness among nursing students.
      (© 2024. The Author(s).)
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    • Grant Information:
      50001718 Deputy for Research and Technology, Kermanshah University of Medical Sciences
    • Contributed Indexing:
      Keywords: Nursing; Nursing students; Self-directed learning; Self-directed learning readiness; Time management
    • Publication Date:
      Date Created: 20241004 Date Completed: 20241004 Latest Revision: 20241006
    • Publication Date:
      20241006
    • Accession Number:
      PMC11450985
    • Accession Number:
      10.1186/s12909-024-06083-w
    • Accession Number:
      39363354