ABSTRACT
Introduction: With ongoing change and advancements in the health care and intricate nature of clinical practice in nursing, Self-Directed Learning Skills are essential for success of nursing students. Determination of factors affecting Self-Directed Learning [SDL] can help improve self-Directed Learning. The aim of this research was to assess Self-Directed Learning and relationship between SDL and State Anxiety [SA] and self-esteem in baccalaureate nursing students of Islamic Azad University of Yazd in 2013
Method: This descriptive-analytic study was performed on 265 baccalaureate nursing students of Islamic Azad University of Yazd in 2013. Data collection tool was consisted of four parts: demographic characteristics, Guglielmino's Self-directed Learning Readiness Scale [SDLRS], Spielberger State Anxiety Inventory and Rosenberg Self-esteem Scale. Data was analyzed by SPSS software [version 16] using descriptive and inferential statistics [ANOVA and Pearson]. Results were considered statistically significant when p-value was P<0.05
Results: Mean scores of readiness for Self-Directed Learning was average in all four academic years. There was no statistically significant difference in Self-directed Learning Readiness score by academic year. Results showed that SDL is negatively correlated with SA [r= -0.426, P=0.0001] and is positively correlated with self-esteem [P=0.122, r=0.046]
Conclusion: Therefore, nurse educators should pay more attention to selfdirected learning in nursing courses to improve teaching methods and promote lifelong learning. For this purpose educational goals need to be adjusted in stressful clinical situations after creation of self-esteem in students