Self-Directed Learning in Nursing Education: Perceptions of Effectiveness Across Clinical, Academic, and Readiness Domains in a Philippine Tertiary Institution
Abstract
Introduction: Self-directed learning (SDL) is a crucial skill for nursing students, fostering independence, adaptability, and professional competence. Despite its growing integration into nursing curricula, empirical evidence on how nursing students perceive the effectiveness of SDL, particularly in regional and resource-constrained tertiary institutions, remains limited. This study aimed to determine the perceived effectiveness of SDL among nursing students in a tertiary institution in the southern Philippines. Methods: A quantitative descriptive–correlational design was employed. A total of 139 nursing students were selected through total enumeration. Data were gathered using a validated (Content Validity Ratio = 0.700–0.900) and reliability-tested questionnaire (Cronbach’s alpha = 0.850). The instrument measured perceptions of SDL effectiveness across five domains: clinical performance, academic task completion, knowledge and skill transfer, confidence and learner initiative, and readiness and persistence. Descriptive statistics summarized perceptions, while correlation analyses identified associations between socio-demographic characteristics and SDL effectiveness. Results: Respondents perceived SDL as moderately to highly effective, particularly in enhancing readiness, persistence, and skill application. Weak but significant correlations were observed between year level and academic task completion (p = 0.049), and between internet connectivity and readiness and persistence (p = 0.046), indicating that contextual factors influence students’ perceived SDL effectiveness. Conclusions: The findings suggest that SDL supports nursing students’ self-regulatory capacities and learning autonomy, consistent with principles of self-regulated and adult learning. However, SDL effectiveness appears context-dependent, suggesting directions for future research.