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Background Previous studies have reported varying levels of self-directed learning readiness and time management skills among nursing students, and the relationship between these two skills has not been extensively explored. Consequently, this study aimed to assess self-directed learning readiness and its influencing factors, with a specific emphasis on the role of time management skills among nursing students. Methods This cross-sectional study involved the participation of 110 undergraduate nursing students who were conveniently recruited for the research. The data collection tools included a demographic information form, Fisher’s Self-Directed Learning Readiness questionnaire, and the Time Management Inventory developed by Britton and Tesser. The collected data were analyzed using STATA-14 statistical software. Results The findings revealed that 96.4% of the nursing students demonstrated readiness for self-directed learning. The mean overall score for self-directed learning readiness was 162.3 ± 6.1 out of 200, indicating a relatively high level of readiness. The mean score for time management skills was 98.1 ± 5.0 out of 135, suggesting satisfactory proficiency in this area. In terms of the relationship between self-directed learning readiness and its associated factors, time management skills, academic probation history, grade point average, place of residence, and level of interest in the field of study collectively accounted for 9.2% of the variance in self-directed learning readiness. Among these factors, academic probation history, grade point average, and place of residence emerged as statistically significant predictors ( P  < 0.05). Conclusions The study findings indicate that the level of self-directed learning readiness and time management skills among the nursing students were considered acceptable. Academic probation history, grade point average, and place of residence emerged as significant predictors of self-directed learning readiness. These results highlight the importance of considering students’ academic background and living conditions to effectively enhance their level of self-directed learning readiness. Further research is recommended to explore additional factors that may influence self-directed learning readiness among nursing students.

Background: Self-directed learning has been recognized as a process in which students take initiative and responsibility for their own learning and curriculum based medical education also focuses on self-directed learning skills that medical students must inculcate to enable lifelong learning throughout their career. Aim and Objectives: This study intends to measure the self-directed learning readiness of the MBBS students and also to identify if there is any association between the self-directed readiness and student’s demographic characteristics. Materials and Methods: 644 medical students of Kempegowda Institute of Medical Sciences at all levels of training participated in the study and their self-directed readiness was assessed using self-directed learning readiness scale (SDLRS) designed by Fisher et al. in 2001. Results: The SDLR score was 147.35 ± 19.92 with 54.27% students scoring <150 indicating inadequate readiness. Among the three domains, the desire for learning score was the least with a mean of 43.68 ± 9.54. There was a significant drop in the mean SDLRS scores over the years of training. Conclusion: The reason for the progressive decrease in the SDLRS scores over the years of training could be because students focus mainly on passing exams with high grades rather than seeking knowledge. The results also point out that to promote SDL among students, we may need to change our current teaching and learning strategies.

Background: The development of educational research, critical thinking skills, and evidence-based practice requires proposals for educational innovation. The purpose of this study was to explore the perspectives of undergraduate nursing students on the barriers and facilitators after the implementation of a novel activity within the course of research methodology, composed of three active learning strategies: (a) project-based learning; (b) small-group learning; and (c) self-directed learning. Methods: A qualitative exploratory study using reflective writing was conducted at the Nursing Department of the Red Cross School (Spain). Seventy-four nursing students participated in the study, enrolled in the research methodology course. Purposive sampling was used. Online reflective notes were collected from a script of open-ended questions. An inductive thematic analysis was performed. Results: The new proposals facilitated learning of the subject matter and its contents. They were useful and enabled the students to put the contents into practice. In addition, they improved the students’ organization, planning, and involvement. The barriers identified were a lack of time, ambiguity, inadequate tutoring or novelty of the work, and inequity in the distribution of tasks and workloads. Conclusions: Our findings shed light on the barriers and facilitators identified by nursing students when implementing an educational innovation proposal, using three active learning methodologies as learning tools for the subject of nursing research.

The validity of a questionnaire depends on the language and context in which it is used. Validation of an already existing questionnaire, therefore, provides its content, validity and reliability for use in new contexts. The original self-rating scale for self-directed learning (SRSSDL) questionnaire was developed and validated among English first-language speakers. The current exploratory sequential mixed methods study validates the same instrument among users of English as a second language (ESL) in the Northwest Province of South Africa. In the qualitative part, 10 expert teacher-educators examined the content validity of the test through 2 Delphi technique cycles. The quantitative part offers descriptive and inferential statistics of the results of the revised SRSSDL instrument after completion by 42 high school science teachers. The split-half method of the 60-item revised SRSSDL instrument yielded Cronbach’s alpha values for part 1 and part 2 p-values of 0.740 and 0.842, confirming internal consistency reliability. The Guttman split-half coefficient of 0.800 confirms good reliability level. The Spearman-Brown correlation coefficient for equal and unequal lengths of 0.807 confirms a strong positive correlation between the two parts. The Shapiro-Wilk and Kolmogorov-Smirnov tests confirm statistically good normality levels with p-values of 0.966 and 0.101 at 0.251 and 0.200 significance levels, respectively. The data shows acceptable Kurtosis and skewness values of -0.833 and 0.228, respectively. The validation process ensured the suitability of an existing questionnaire in a different context compared to where it was developed. The current study provides a revised SRSSDL instrument valid for use among high school teachers and university lecturers using ESL in South Africa. Nevertheless, a larger sample involving participants from all provinces could yield more conclusive results.

Objective. To discuss the meaning of self-directed learning, challenges with implementation, and strategies to overcome obstacles in educational settings. In this paper we define self-directed learning, differentiate it from similar terminology, and discuss the empirical evidence for its development and strategies for its use within higher education. Summary. Self-directed learning as a defined teaching pedagogy has been around since the 1960s and can be used in classroom and experiential settings. It is a term that is commonly used to describe a set of skills that college graduates should possess. A self-directed learning environment is dramatically different from a lecture-based classroom where the educator determines the goals, the assessments administered, and pacing of the course content. During the self-directed learning process, the learner sets goals, determines how progress will be assessed, defines the structure and sequence of activities and a timeline, identifies resources, and seeks out feedback. When teaching individuals who are new to this model, care must be taken to appropriately scaffold and structure learning to develop the underlying soft skills needed for students to be successful as self-directed learners. When implementing this pedagogy in a classroom setting, challenges are faced both by the learner and the educator. Faculty members should proactively plan for potential challenges during the course design process.

Background Medical education must adapt to different health care contexts, including digitalized health care systems and a digital generation of students in a hyper-connected world. The aims of this study are to identify and synthesize the values that medical educators need to implement in the curricula and to introduce representative educational programs. Methods An integrative review was conducted to combine data from various research designs. We searched for articles on PubMed, Scopus, Web of Science, and EBSCO ERIC between 2011 and 2017. Key search terms were “undergraduate medical education,” “future,” “twenty-first century,” “millennium,” “curriculum,” “teaching,” “learning,” and “assessment.” We screened and extracted them according to inclusion and exclusion criteria from titles and abstracts. All authors read the full texts and discussed them to reach a consensus about the themes and subthemes. Data appraisal was performed using a modified Hawker ‘s evaluation form. Results Among the 7616 abstracts initially identified, 28 full-text articles were selected to reflect medical education trends and suggest suitable educational programs. The integrative themes and subthemes of future medical education are as follows: 1) a humanistic approach to patient safety that involves encouraging humanistic doctors and facilitating collaboration; 2) early experience and longitudinal integration by early exposure to patient-oriented integration and longitudinal integrated clerkships; 3) going beyond hospitals toward society by responding to changing community needs and showing respect for diversity; and 4) student-driven learning with advanced technology through active learning with individualization, social interaction, and resource accessibility. Conclusions This review integrated the trends in undergraduate medical education in readiness for the anticipated changes in medical environments. The detailed programs introduced in this study could be useful for medical educators in the development of curricula. Further research is required to integrate the educational trends into graduate and continuing medical education, and to investigate the status or effects of innovative educational programs in each medical school or environment.

Background Learner agency involves students actively engaging in their learning process and shaping their educational experiences through autonomy, self-regulation, and decision-making. In professional education, particularly within health professions, learner agency is critical for fostering adaptability and lifelong learning. This scoping review explores how learner agency, alongside concepts such as self-regulated learning and self-directed learning, is addressed in undergraduate dental education, aiming to understand its implications and strategies for enhancing student agency in this context. Methods The scoping review examined literature on self-regulated learning, self-directed learning and learner agency in undergraduate dental education from 1994-April 2024 across five databases: PubMed, Scopus, Embase, ProQuest Central, and Web of Science. A manual search of the cited references was also conducted. Relevant studies were screened, and the findings were summarized to offer a comprehensive overview and identify research gaps. Results In total, 33 studies were included in the review. The results revealed a strong interconnection between intrapersonal, behavioral, and contextual dimensions in shaping learner agency through self-regulated learning and self-directed learning among undergraduate dental students. The studies analyzed, predominantly quantitative, highlighted the multifaceted relationships among self-regulated learning and self-directed learning and learner agency, emphasizing its significance for educational practice and policy. Conclusions Self-regulated learning and self-directed learning are crucial for developing learner agency, aiding undergraduate students’ transition into independent professionals and fostering lifelong learning behaviors. Educational strategies should prioritize empowering students to become independent learners, reducing their reliance on faculty. Further research is needed to identify effective methods for promoting learner agency development among dental students.

Health professional organisations are increasingly promoting the use of self-directed learning. Furthermore, the rapidly evolving field of healthcare has meant that there is greater emphasis within tertiary education for students to become self-directed learners and possess the skills to engage in life-long learning. The aim of this scoping review was to explore the drivers that improve the student learning experience, in undergraduate clinical science programs that utilise self-directed learning. The Joanna Briggs Institute Scoping Review Methodology guided this study. The electronic databases MEDLINE, Embase, Emcare, Scopus and ERIC were comprehensively searched in April 2022 and re-run August 2023, for peer-reviewed research articles published in English. The original search was developed in MEDLINE and then adapted to each database. Following the Joanna Briggs Scoping Review methodology, articles were screened first by title and abstract and then by full text. Included articles were assessment for methodological quality. The search strategy yielded 2209 articles for screening. 19 met the inclusion criteria. Five key factors were identified which improve the student learning experience in self-directed learning: (i) curricular elements; (ii) educator influence; (iii) impact of peers, (iv) environment; and (v) clinical placement experiences. There are many curricular, environmental, and external factors which can improve the student learning experience in programs that utilise self-directed learning. Greater understanding of these factors will allow educators within clinical science programs to implement self-directed learning strategies more effectively within curriculum.

Background: Pharmacological concepts are the prerequisite for good clinical practice. Case-based learning method (CBL) is an innovative method which uses clinical cases as a learning stimulus, and students are motivated toward self-directed learning leading to enhancement of analytical and problem solving skills. Aims and Objective: To introduce CBL at our institution and to know the perception of the students toward CBL. Materials and Methods: A total of 100 second year MBBS students were taken in the study group from April to August 2015. Clinical cases based on commonly prevalent diseases were taught in five groups each comprising 20 students and one facilitator. CBL method was completed in two sessions of 1 h each, 1 week apart. Learning issues were identified in first and problematic issues were discussed in the second session. Evaluation of the students was done by a pre- and post-test. Perceptions of students were taken on a fivepoint likert scale feedback questionnaire at the end of the study. Result: There was a significant improvement in students performance when pre- and post-test scores were compared using paired t-test. The majority (85%) of students felt that CBL is a better method of teachinglearning than traditional didactic lectures. Most of the students felt that CBL session can be introduced as a new teachinglearning method for next batches. Conclusion: CBL is a good teachinglearning method to increase involvement and interest of student in learning pharmacology. [Natl J Physiol Pharm Pharmacol 2016; 6(5.000): 427-430]

Self-directed learning with mobile technology (SDLMT) is critical to students' learning success. However, only minimal research has been conducted on the manner by which significant aspects (e.g., self-efficacy, student engagement) are related to SDLMT. This study analyzed the answers of 485 Chinese students (seventh to ninth grades) who were surveyed, and evaluated the relationships among self-efficacy (Internet self-efficacy and online communication self-efficacy), student engagement (behavioral, cognitive, emotional, and social engagement), and SDLMT. Structural equation model revealed that SDLMT was positively predicted by self-efficacy, and SDLMT was positively impacted by student engagement. Moreover, the mediation analysis was performed using the PROCESS plugin in SPSS and determined that after controlling for gender and grade, the relationship between self-efficacy and SDLMT was partially mediated by student engagement. Findings established the value of self-efficacy for SDLMT, and further emphasized the vital mediating role of student engagement. Hence, developing K-12 students' SDLMT entails enhancing self-efficacy and student engagement.