J Korean Acad Soc Nurs Educ.  2019 May;25(2):163-172. 10.5977/jkasne.2019.25.2.163.

Factors Influencing on Self-directed Learning in Clinical Practice of Nursing Students

• Lee E
• Kim M

• KMID: 2449399
• DOI: http://doi.org/10.5977/jkasne.2019.25.2.163

Abstract

PURPOSE
The purpose of this study was to identify the effects of nursing students' belongingness and self-esteem on self-directed learning in clinical practice.
METHODS
The participants were 163 senior nursing students. Using a structured-questionnaire, data were collected from September to October 2016. Data were analyzed using independent t-test, ANOVA, Scheffé test, Pearson's correlation coefficients, and multiple linear regression.
RESULTS
Self-directed learning in clinical practice had statistically significant correlation with belongingness (r=.47, p<.001) and self-esteem (r=.52, p<.001). Factors affecting self-directed learning were self-esteem (β=.38, p<.001), belongingness (β=.30, p<.001), and more than 5 members of clinical practice (β=.15, p=.017). These three variables explained 35% of self-directed learning.
CONCLUSION
In order to enhance self-directed learning in clinical practice of nursing students, nursing schools should provide training to increase self-esteem in nursing students. In addition, an appropriate number of students should be considered, so that they can have a well-developed sense of belonging to clinical practice.

Keyword

Belongingness; Self-esteem; Self-directed learning; Nursing students

MeSH Terms

Humans
Learning*
Linear Models
Nursing*
Schools, Nursing
Students, Nursing*