The self–directed learning readiness and self–efficacy of nursing students
in synchronous learning: A cross– sectional study

The self–directed learning readiness and self–efficacy of nursing students
in synchronous learning: A cross– sectional study

nursing students, self-directed learning readiness, self-efficacy,
synchronous learning

Background: Beyond the pandemic, synchronous online learning was
found to be a reliable approach in undergraduate nursing education. The
students’ self-directed learning readiness and online self-efficacy are key to
the successful implementation of this approach. Readiness determines the
learner’s needs based on contextual education, while efficacy refers to the
students’ confidence when completing online learning tasks.
Purpose: The current study aims to investigate the relationship between
self-directed learning readiness and self-efficacy among undergraduate
nursing students.
Methods: A descriptive correlational study was carried out to measure the

undergraduate nursing students’ readiness and efficacy using the Self-
Directed Learning Readiness (SDLR) Scale and the Online Learning Self-
Efficacy Scale. Upon completing data collection using a web-based survey,

univariate descriptive and bivariate analysis with Pearson correlation were
conducted.
Results: A total of 188 undergraduate nursing students participated in
this study with an average age of 20.12 years old. The majority of nursing
students (72.9%) within the program had a moderate SDLR level, while the
mean (SD) SDLR was 149.95 (±12.24). Similarly, moderate self-efficacy
was reported by the present study participants. The self-efficacy subscale
of strength was categorized as high, while moderate levels of generality
and magnitude were interpreted from the findings. The bivariate statistical
analysis indicated a significant correlation between SDLRS and online
self-efficacy (r=0.298, p<0.001). SDLR had significant correlations with
each online self-efficacy subscale, including strength (r=0.259, p<0.001),
generality (r=0.259, p<0.001), and magnitude (r=0.259, p<0.001).
Conclusion: In synchronous learning, the undergraduate nursing
student’s SDLR was found to have a positive relationship with self-efficacy.
Provisioning the students’ individual learning skills is necessary to enhance
their readiness and consequently improve their acquisition of the educational
outcomes.

Totok Harjanto1* , Made Satya Nugraha Gautama2 , Dimas Septian Eko
Wahyu Sumunar3

http://jkp.fkep.unpad.ac.id/index.
php/jkp

April 25, 2025

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