Self-directed learning and other prevalent learning styles are important aspects of nursing education because they help nurse educators to\npredict differences in learnersââ?¬â?¢ needs, abilities, and interests. Moreover, nurse educators depend on these predictors when they choose the\nmost suitable teaching strategies, which enable them to manage adult learners effectively. This studyââ?¬â?¢s objective is to explore the relationship\nbetween learning styles and the willingness to adopt self-directed learning among nursing students in King Saud University\n(KSU). Using a cross-sectional descriptive correlational design, the study was conducted with 230 undergraduate nursing students (female\nand male) from the third to eighth academic levels at the College of Nursing at KSU, Saudi Arabia. Kolbââ?¬â?¢s learning styles inventory\nand the self-directed learning readiness scale were adopted to determine the effects of the self-directed learning approach. The studyââ?¬â?¢s\nfindings suggested that the majority of nursing students had a ââ?¬Å?Divergingââ?¬Â style of learning. The ââ?¬Å?self-controlââ?¬Â subscale was used to determine\nthe willingness for self-directed learning. It recorded the highest mean score compared to the subscales of ââ?¬Å?self-managementââ?¬Â\nand ââ?¬Å?desire for learning.ââ?¬Â However, no statistically significant association was found between learning styles and self-directed learning\nreadiness. Additionally, the findings showed that the majority of the students who participated in this study had little interest in the selfdirected\nlearning approach. Thus, this study recommends that the nursing faculty needs to assess students for their preferred learning\nstyle and readiness for self-directed learning before and throughout the studentsââ?¬â?¢ enrollment in the college. Further, the nursing faculty\nshould apply a variety of teaching methods to manage studentsââ?¬â?¢ learning needs effectively.
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