A Self-Directed in Learning among Undergraduate Nursing Students’ in School of Nursing and Midwifery, TUMS, Tehran, Iran

Abstract

Back ground: Teaching-learning contributes to the development of professional values, attitudes and behavior through a partnership of accountability between teacher and learner. Objective: To determine self-directed in learning among undergraduate nursing students’ in School of Nursing and Midwifery, Tehran University of Medical Sciences, Tehran, Iran. Method: A cross sectional descriptive study was conducted from Jan, 2013 up to March, 2014 at school of nursing and midwifery of Tehran University of Medical Sciences, Tehran, Iran. A total of 232 undergraduate nursing students’ were involved in the study. Data was collected from selected students through an anonymous self-administrated questionnaire. The questionnaire was divided into two sections including (a) demographic profile and (b) Fisher’s Self-Directed in Learning Readiness questionnaire. Data analysis was carried out by using the latest version of the statistical software package SPSS (Version-21). Descriptive and analytical statistical test were used to analyze the data. Results: A total of 232 participated in study of determination of self-directed in learning among undergraduate nursing students’ in School of Nursing and Midwifery, Tehran University of Medical Sciences, Tehran, Iran. One hundred forty-three participants were female (61.6%), and 89(38.4%) of participants were male. The majority (60.8%) of participants were in the age group of 20 -25 years.. The majority (90.52%) of subjects self-directed in learning readiness were in the level of Self-Control (Score >150). The mean score of self- management, desired for learning, Self-control and the overall SDLR were similar in a student’s (31.84± 6.174; 31.83 ±6.177). Conclusion: Not all students are self-directed, and this study suggests that mature students are more self-directed than that entering