الفهرس 
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Abstract
The implementation of self-directed learning (SDL) in universities aims to actively engage students in completing independent or structured tasks, leading to academic achievement. SDL involves learners taking initiative and responsibility for their learning process, either individually or with assistance from others. It enables students to engage in learning activities driven by their motivations to master specific materials or competencies, which can be applied to real-world problem-solving. E-learning offers the flexibility for students to choose the time and place to engage in SDL activities, utilizing their own experiences and various available resources. In today’s academic landscape, SDL plays a crucial role, enabling students to learn independently by leveraging their own experiences and available resources. It allows students to explore their creative potential and offers flexibility in managing their learning schedule.
The study aimed at assesses undergraduate nursing student’s readiness for self-directed and E-learning.
The research question which stated that is there a difference in undergraduate nursing student’s level of readiness for self-directed and e-learning among nursing students? A descriptive design was used in carrying out this study
The study was conducted at the Faculty of Nursing; El- Fayoum University. The study subjects included 321 nurse students from different academic years 2021-2022. Stratified random sample technique was used
Data was collected by two tools namely: self-directed learning readiness questionnaire and E-learning readiness questionnaire. Self-directed learning readiness questionnaire: It will be used to examine the nursing student’s readiness toward self-directed learning. Self-directed learning readiness questionnaire which consists of Socioـdemographic characteristic of the study subjects including age, gender, marital status, and academic level, previous certification before college and previous computer courses and self-directed learning readiness dimensions divided into three major dimensions : self-management, desire for learning and self-control. E-learning readiness questionnaire which consisted of the following dimensions: Technology access, Computer equipment capabilities, Readiness for using computer, Computer skills, Internet skills, learning preferences, need for online learning and Academic skills.
The study result revealed that:
• More than three quarters (77.3%) of under graduate nursing students had high level of self-directed readiness
• less than half (41.1%) of nursing students had moderate readiness level for E-learning
• There was a statistically significant relation between students’ total self-directed learning readiness and electronic learning readiness with a percentage (46.8%).
• Highly and positively statistically significant correlation between self-directed learning readiness dimensions and total electronic
Conclusion:
The study concluded that, more than three quarters of under graduate nursing students had high level of self-directed readiness. While less than half of them had moderate readiness level for E-learning. And there was a highly and positively statistically significant correlation between self-directed learning readiness dimensions and total electronic learning readiness.
In the light of the study finding, it is recommended that:
For College:
1. Administer a pre-enrollment assessment to evaluate students’ computer skills before their admission to the university.
2. Conduct training sessions for educators to enhance their ability to transform traditional lectures into diverse multimedia formats.
3. Promote the widespread adoption of E-learning applications to facilitate learning processes.
4. Revise the curriculum to align with the requirements and methodologies of e-learning techniques.
5. Enhance students’ understanding and knowledge about the concept and significance of E-learning through increased awareness campaigns and educational initiatives.
For nurse educators
1. Encourage and assist students who require additional assistance to access strategies to develop skills of self-management, desire for learning and self-control for use in an educational setting.
2. Motivate the students to use the strategy of problem-solving and decision-making, either in their professional or personal lives.
For students
1. Provide students with training courses about how to use multimedia.
2. Active participation of nursing students in identify their learning needs as well be responsible of learning for their professional and self-development