Self-directed learning readiness: its effect on nursing students critical thinking Abilities

Abstract

Background: Self-directed learning is our most basic, natural response to newness, problems, or challenges in our environment. Objective the current study was carried out to measure the effect of self-directed learning readiness on critical thinking among fourth level students' nurses who are enrolled in nursing administration course in Faculty of Nursing, Kafrelsheikh University Method: A descriptive analytic research design was conducted. The study sample was consisted of all students in fourth level of nursing administration course in Faculty of Nursing, Kafrelsheikh University (235) student at the time of data collection. Instruments: Data was collected through using four tools; (1) California critical thinking disposition inventory (CCTDI), (2) self-rating questionnaire of self-directed learning skills, (3) self-directed learning readiness scale (SDLRS), and (4) learning self-regulation questionnaires.   Results: The study revealed that mean and standard deviation of total critical thinking was (267.25 ±21.72); and the mean and standard deviation of self-directed learning was (199.68 ±19.78) statistically significant relation was found. Conclusion: the study concluded that teaching with self-directed learning have a positive effect on critical thinking skills on students.