Validation of Self-directed Learning Ability Scale for Nursing Student

Introduction: Self-directed learning development and promotion is one of the major goals of higher education. Since the students are expected to reach a level of individual competence at which they can detect and meet their educational needs without necessarily being in a special educational system and ultimately they can evaluate their learning. The purpose of this study was to validate the self-directed learning ability scale in nursing students. Methods: This descriptive study included the nursing students of the Nursing and Midwifery Faculty of Mashhad in 2016 - 2017. Among the samples 210 were randomly selected. Data was collected using Chang self-directed learning ability questionnaire. Content validity of the questionnaire was confirmed by experts. For verifying reliability, we measured internal consistency and for verifying and testing factorial structure, we used confirmatory factor analysis. Results: Content and construct validity and the internal consistency (Cronbach's alpha) were studied. The content validity assessment of the Stigma Scale was done by professional experts (n = 10). Confirmatory Factor Analysis (CFA) showed that the four-factor model demonstrated a superior fit to the data. Cronbach’s alpha coefficient (0.916) indicated a good consistency for the Self-directed learning Scale. Conclusions: The results showed that the ability scale for self-directed learning in Chang et al.'s learning has the validity and reliability necessary to identify self-directed learning