Self-Directed Learning Readiness of Nursing Students of the Faculty of Nursing, Pibulsongkram Rajabhat University and Related Factors

Abstract

This study employed a descriptive correlational research design and aimed to examine self-directed learning readiness and its relationships with personal factors and self-esteem among nursing students at the Faculty of Nursing, Pibulsongkram Rajabhat University. The sample consisted of 165 nursing students from Years 1–4, selected through stratified random sampling by academic year followed by simple random sampling within each stratum. Research instruments included a general information questionnaire, a self-directed learning readiness assessment scale, and a self-esteem assessment scale. Data were analyzed using descriptive statistics, including frequency, percentage, mean, and standard deviation, and inferential statistics using Pearson’s correlation coefficient.

The findings revealed that self-directed learning readiness, both overall and across all five dimensions, was at a high level (M = 4.05, SD = 0.20). Factors positively and significantly associated with self-directed learning readiness were self-esteem (r = .43, p < .001) and academic year (r = .17, p = .031). In contrast, age, gender, latest cumulative GPA, and high school cumulative GPA showed no statistically significant relationship with self-directed learning readiness.

The findings suggest that enhancing students’ self-esteem and implementing year-appropriate instructional strategies can promote self-directed learning readiness among nursing students, thereby supporting their capacity for continuous self-development and fostering lifelong learning.