The Mediating Effect of Self-directed Learning Ability on Factors Related to Creative Convergence Competency in Nursing Students

Objectives: The purpose of this study was to determine the impact of critical thinking tendency, academic self-efficacy, and self-directed learning ability on the creative convergence competency of nursing students, and to identify the mediating effect of self-directed learning ability on the creative convergence competency. Methods: The participants were 196 nursing students in a college of nursing located in D city. The collection of data was conducted from October 7 to 25, 2024, using a self-report questionnaire. Data were analyzed using t-test, one-way ANOVA, Pearson’s correlation coefficients, and regression analysis with SPSS 19.0. Results: The regression model of this study explained 65.9% of variance in nursing students’ creative convergence competency. Significant factors were critical thinking tendency (β=0.49, p<0.001), academic self-efficacy (β=0.28, p<0.001), self-directed learning ability (β=0.17, p=0.017), and major satisfaction (β=0.11, p=0.015). Self-directed learning ability showed partial mediating effects on critical thinking tendency and creative convergence competency. Self-directed learning ability also showed partial mediating effects on academic self-efficacy and creative convergence competency. Conclusions: In this study, it is essential to enhance critical thinking tendency, academic self-efficacy, and self-directed learning ability to improve creative convergence competency of nursing students. In addition, it was meaningful to identify the mediating effect of self-directed learning ability on creative convergence competency of nursing students.