Factors Affecting Deliberate Learning in First Year Students of Nursing and Midwifery School of Isfahan University of Medical Sciences

Medical related professions require continuous deliberated learning in order to promote medical services. It is optimal that students start their professional education with adequate understanding and ability for deliberated learning. This study was conducted to assess the validity and reliability of the questionnaire designed for assessing deliberated learning. This is a descriptive cross-sectional study conducted on 125 first year students (including nursing, midwifery and operation room student) of Nursing and Midwifery School of Isfahan University of Medical Sciences. In the questionnaire, including 28 questions related to various aspects of deliberated learning. the first section reviews 22 specific questions related to deliberated learning and Section II, the general factors influencing the students‘ motivation for deliberated learning (such as using the Internet for curriculum issues, the amount of hours spending on extracurricular activities, the average hours of personal study and the average daily sleep). Based on finding factors affecting deliberated learning are time management, motivation and perseverance, learning style, self-regulatory factors, Iranian and indigenous education curriculum planning. There was no significant relationship (p<0/05) between deliberated learning and using the Internet in order to provide cached Course Topics (r=0/42), the amount of hours devoted to extracurricular activities (r=0/42), average daily hours of personal study (r=0/3) and average sleep hours during day(r=0/32). Students with deliberated practice mange their learning process and have the necessary skills required to access and process information. Intellectual skills and mental strategies for deliberated learning can be learn and teach. It will increase academic achievement and ultimately, continued learning.