Achievement Goals Prioritization of Nursing and Midwifery Students and its Relationship with Self-Directed Learning Print

Although the development of lifelong self-directed learning is considered as an inseparable part of the medical profession, its best method of performing in clinical training is still unknown. Achievement goals are of great importance and association in self-directed learning. The present study aimed to prioritize the achievement goals of nursing and midwifery students and its relationship with self-directed learning.Instrument & This descriptive survey was performed in 209 undergraduate students of nursing, midwifery, surgery room and anesthesia of Mashhad University of Medical Sciences in 2011-2012 who were selected through random stratified sampling method with considering gender. The used instrument was development objectives and self-directed learning’s questionnaires. Data analysis was performed in SPSS 21 software using Chi-square and one-way analysis of variance tests. 103 of students (49%) had approach goals as their first prioritization. There was a significant difference between all of students’ prioritization (p=0.0001), but no significant difference was observed between achievement goals’ prioritization of males and females (p=0.45). There was a significant positive association between self-directed learning and objectives’ prioritization (p=0.012). The first goal of nursing and midwifery students is approaching. Students who have performance goals have more self-directed learning than who have approach and avoidance goals.