FATEMEH SHIRAZI; FARKHONDEH SHARIF; ZAHRA MOLAZEM; MAHBOOBEH ALBORZI
Volume 5, Issue 1 , January 2017, , Pages 33-41
Abstract
Introduction: Working in the complex and ever changinghealthcare settings forces the nurses and nursing students to beequipped with lifelong learning skills. One of the lifelong learningskills ...
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Introduction: Working in the complex and ever changinghealthcare settings forces the nurses and nursing students to beequipped with lifelong learning skills. One of the lifelong learningskills is self-directed learning. This study aimed to explore theM.Sc. nursing students’ self-directed learning activities.Methods: A qualitative design using conventional content analysisapproach was used in this study. Semi-structured interviews wereconducted with twelve Iranian M.Sc. nursing students who wereselected using purposive sampling.Results: Data analysis indicated that the M.Sc. nursing studentsperformed different activities in their self-directed learning.These activities were categorized into four main themes andten subthemes. The main themes were “sensory perceptions”,“knowledge construction”, “problem-centered orientation”, and“interaction with others”.Conclusion: According to the findings, the M.Sc. nursing studentsperformed different intellectual and experiential self-directedactivities for promoting their learning. Besides, the students’perseverance and inquisitiveness played an important role in theirself-directed learning in the challenging clinical environments.Keywords: Self-directed learning; Qualitative study; Nursing student
