dynamics of self-directed learning in m.sc. nursing students: a qualitative research

introduction: working in the complex and ever changing healthcare settings forces the nurses and nursing students to be equipped with lifelong learning skills. one of the lifelong learning skills is self-directed learning. this study aimed to explore the m.sc. nursing students’ self-directed learning activities. methods: a qualitative design using conventional content analysis approach was used in this study. semi-structured interviews were conducted with twelve iranian m.sc. nursing students who were selected using purposive sampling. results: data analysis indicated that the m.sc. nursing students performed different activities in their self-directed learning. these activities were categorized into four main themes and ten subthemes. the main themes were “sensory perceptions”, “knowledge construction”, “problem-centered orientation”, and “interaction with others”. conclusion: according to the findings, the m.sc. nursing students performed different intellectual and experiential self-directed activities for promoting their learning. besides, the students’ perseverance and inquisitiveness played an important role in their self-directed learning in the challenging clinical environments.