Self-Directed learning readiness in baccalaureate nursing students in different academic years and its relationship with anxiety and self-esteem

With ongoing change and advancements in the health care and intricate nature of clinical practice in nursing، Self-Directed Learning Skills are essential for success of nursing students. Determination of factors affecting Self-Directed Learning (SDL) can help improve self-Directed Learning. The aim of this research was to assess Self-Directed Learning and relationship between SDL and State Anxiety (SA) and self-esteem in baccalaureate nursing students of Islamic Azad University of Yazd in 2013. This descriptive-analytic study was performed on 265 baccalaureate nursing students of Islamic Azad University of Yazd in 2013. Data collection tool was consisted of four parts: demographic characteristics، Guglielmino’s Self-directed Learning Readiness Scale (SDLRS)، Spielberger State Anxiety Inventory and Rosenberg Self-esteem Scale. Data was analyzed by SPSS software (version 16) using descriptive and inferential statistics (ANOVA and Pearson). Results were considered statistically significant when p-value was P<0. 05. Mean scores of readiness for Self-Directed Learning was average in all four academic years. There was no statistically significant difference in Self-directed Learning Readiness score by academic year. Results showed that SDL is negatively correlated with SA (r= -0. 426، P=0. 0001) and is positively correlated with self-esteem (P=0. 122، r=0. 046) Therefore، nurse educators should pay more attention to self-directed learning in nursing courses to improve teaching methods and promote life-long learning. For this purpose educational goals need to be adjusted in stressful clinical situations after creation of self-esteem in students.