Factors Influencing on Self-directed Learning in Clinical Practice of Nursing Students
10.5977/jkasne.2019.25.2.163
- Author:
Eunsoo LEE
1
;
Miyoung KIM
Author Information
1. Master of Science, Graduate School, Ewha Womans University·Manager, Center of Nursing Workforce Employment Education, Korea Nurses Association, Korea.
- Publication Type:Original Article
- Keywords:
Belongingness;
Self-esteem;
Self-directed learning;
Nursing students
- MeSH:
Humans;
Learning;
Linear Models;
Nursing;
Schools, Nursing;
Students, Nursing
- From:Journal of Korean Academic Society of Nursing Education
2019;25(2):163-172
- CountryRepublic of Korea
- Language:Korean
-
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.
