Investigating the Relationship Between Self-Directed Learning Readiness and Time Management Skills in Turkish Undergraduate Nursing Students

AIM The aims of this study were to determine self-directed learning and time management skills of undergraduate nursing students and to investigate the relationship between the concepts. BACKGROUND The use of self-directed learning has increased as an educational strategy in recent years. METHOD This descriptive and correlational study was conducted with 383 undergraduate nursing students in Turkey. Data were collected using a sociodemographic questionnaire, the Self-Directed Learning Readiness Scale, and Time Management Questionnaire. RESULTS Mean scores were as follows: self-directed learning readiness, 159.12 (SD = 20.8); time management, 87.75 (SD = 12.1). A moderate positive correlation was found between self-directed learning readiness and time management values. Time management scores were 78.42 when self-directed learning readiness was = 149 and 90.82 when self-directed learning readiness was = 150, with a statistically significant difference (p = .000). CONCLUSION Level of self-directed learning and academic achievement were higher in students who managed their time well.