Dynamics of self-directed learning in M.Sc. nursing students: A qualitative research

Area of Science:

• Nursing Education
• Healthcare Professional Development
• Lifelong Learning Skills

Background:

• Healthcare settings demand continuous learning for nurses and nursing students.
• Self-directed learning (SDL) is a crucial lifelong learning skill for healthcare professionals.
• This study focuses on the SDL activities of M.Sc. nursing students.

Purpose of the Study:

• To explore the self-directed learning activities undertaken by M.Sc. nursing students.
• To understand how nursing students engage in SDL within their academic and clinical environments.

Main Methods:

• Qualitative research design utilizing conventional content analysis.
• Semi-structured interviews conducted with twelve purposively selected Iranian M.Sc. nursing students.

Main Results:

• M.Sc. nursing students' SDL activities were categorized into four main themes: sensory perceptions, knowledge construction, problem-centered orientation, and interaction with others.
• Ten subthemes emerged from the data, detailing specific SDL behaviors.
• Intellectual and experiential activities were identified as integral to students' self-directed learning.

Conclusions:

• M.Sc. nursing students actively participate in intellectual and experiential self-directed learning to enhance their professional growth.
• Student perseverance and inquisitiveness are vital factors supporting self-directed learning in demanding clinical environments.
• Findings highlight the importance of fostering SDL skills in nursing education.