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

간호대학생의 임상실습에서의 자기주도학습에 영향을 미치는 요인

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, $Scheff\acute{e}$, 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 (${\beta}=.38$, p<.001), belongingness (${\beta}=.30$, p<.001), and more than 5 members of clinical practice (${\beta}=.15$, 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.

Table 2. Levels of Belongingness, Self-esteem and Self-directed Learning in Clinical Practice

Table 3. Correlation between Belongingness, Self-esteem and Self-directed Learning

Table 4. Influencing Factors on Self-directed Learning in Clinical Practice

Table 1. Differences of Belongingness, Self-esteem and Self-directed Learning in Clinical Practice by General Characteristics