A Parsimonious Model of Nursing Students’ Clinical Learning Environment and Self-Directed Learning: Basis for a Self-Directed Learning Development Program

The importance of self-directed learning (SDL) in nursing education has grown as students are ready for independent clinical practice and ongoing professional growth. Understanding the variables that impact SDL preparedness is essential for formulating efficient educational approaches. The present research used a descriptive-correlational methodology to investigate the association between the clinical education environment and nursing students’ preparedness for self-directed learning. The Dundee Ready Education Environment Measure (DREEM) and the Self-Directed Learning Readiness Scale (SDLRS) were used to examine data obtained from 300 nursing students. Stratified random selection guaranteed the inclusion of second to fourth-year students. The data was studied using descriptive statistics, correlation analysis, and structural equation modeling (SEM). The findings indicated that most participants were female (82.70%), and their perception of the clinical education setting was generally good, with notably high ratings regarding learning and teaching effectiveness. The students exhibited exceptional preparedness for self-directed learning, displaying outstanding self-management, a strong desire for learning, and self-control. The results of the correlation study indicated strong negative associations between the year level and the clinical education environment and self-directed learning preparation. Conversely, academic performance (GWA) exhibited favorable connections with both variables. SEM analysis revealed that the clinical education setting substantially impacted the preparedness for SDL. Enhanced fit indices of the modified model indicate that a desirable clinical education setting benefits SDL preparedness.