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Abstract
Objectives: To describe the level of self-directed learning (SDL) and identify factors associated with SDL ability among first-year nursing students at Bach Mai Medical College. Methods: A cross-sectional descriptive study was conducted on 418 first-year nursing students. The Self-Rating Scale of Self-Directed Learning (SRSSDL) was employed, comprising eight domains: Awareness, Attitude, Motivation, Learning Methods, Learning Strategies, Learning Activities, Communication Skills, and Knowledge Construction. Results: The mean SRSSDL score was 3.864 out of 5, indicating a high level of SDL competence. Mean scores across domains ranged from 3.77 to 3.95, with Attitude scoring highest (3.95) and Learning Strategies lowest (3.77). Classification by competence levels showed: very low 1.9%; low 3.6%; moderate 34.5%; high 33.0%; and very high 27%. Analysis revealed that study time at home and reasons for choosing the nursing profession were significantly associated with SDL competence. Students who spent approximately four hours on self-study daily and those who voluntarily chose nursing achieved higher scores. In contrast, age, gender, residence, academic performance, and foreign language ability were not significantly related to SDL competence. Conclusion: First-year nursing students at Bach Mai Medical College demonstrated a high level of SDL competence, with a mean score of 3.86/5. Competence levels spanned the full range from very low to very high. Attitude was the strongest domain, while Learning Strategies scored lowest. Self-study time and intrinsic motivation for career choice were key factors enhancing SDL competence, whereas demographic variables showed no significant association.
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