Abstract:

Background:
A wide variety of factors is identified as being influential on both learner willingness and ability to engage in self-directed learning( SDL) .

Aim:
To assess the post graduate nursing student’ self directed readiness and explore the factors associated with their self directed readiness. Materials& Method : a descriptive exploratory research design was utilized in present study. The study subjects consisted of (n=240) postgraduate nursing students, two tools were used for data collection

Results:
More than two- third (66.7%) of graduate students had high readiness toward self directed learning and negative significant correlation between each area of SDL (awareness, learning strategies, learning activities, evaluation, interpersonal skills), and factors associated with self directed readiness namely situational , institutional and dispositional dimensions. The highest mean is situational barriers (60.05) followed by institutional barriers 29.39. While the lowest mean is dispositional barriers (21.47).

Conclusion & Recommendations:
The self directed learning depend on a variety of factors which is related to individual self direction , the organizational climate and the educators approaches in education . So, great emphasis on the curriculum content and designs, decrease students’ work load and strategies to develop and enhance students’ self esteem , self confidence and maximize their capabilities

Keywords:

Postgraduate studies, nursing students, self directed readiness, learning environment.