Effects of self-directed learning on clinical competence: The mediating role of clinical learning environment among internship nursing students

Abstract

Abstract Introduction: It is crucial to recognize the factors affecting the clinical competence of internship nursing students. This study aimed to determine the effects of self-directed learning on the clinical competence of internship nursing students with the mediating role of the clinical learning environment. Methods: This cross-sectional research was performed on 300 internship nursing students selected by convenience sampling. Data were collected in one stage using three tools of Self-Directed Learning Readiness Scale for Nursing Education, Education Environment Measure, and Clinical Competence Questionnaire. Data analysis was performed in SPSS version 21 and Smart-PLS version 3 using Partial least squares-SEM with considering a p-value of 0.05. Results: The results showed that 20.5% of the variance in clinical competence could be explained by self-directed and clinical learning environments. Self-directed learning had a positive and significant effect on clinical competence (path coefficient=0.14, 95% CI: 0.02, 0.26; p=0.027), and on clinical learning environment as well (path coefficient=0.41, 95% CI: 0.31, 0.52; p<0.001). A relationship was reported between clinical learning environment and clinical competence (path coefficient=0.38, 95% CI: 0.25, 0.50; p<0.001). The indirect effect of self-directed learning on clinical competence was positive and significant (path coefficient=0.11, 95% CI: 0.07, 0.17; p<0.001). Self-directed learning has a significant total effect on clinical competence (path coefficient=0.30, 95% CI: 0.19, 0.40; p<0.001). Conclusions: It is recommended that nursing education managers and instructors consider some plans to enhance self-directed learning among nursing students and improve the clinical learning environment.