<![CDATA[Background: Self-Directed Learning (SDL) readiness is a critical competence in nursing education, as it provides students with the characteristics needed for lifelong learning in complex healthcare contexts. With the evolving healthcare landscape, cultivating SDL readiness is essential for preparing competent nursing professionals. Objective: This study aimed to determine the level of self-directed learning readiness and its related factors among undergraduate nursing students. Methods: A cross-sectional correlational design was conducted from April to December 2024. Data were collected from 182 undergraduate nursing students in the Maldives, recruited using proportionate stratified random sampling techniques. A structured questionnaire with five instruments, including the Fisher’s Self-Directed Learning Readiness Scale, Kolb’s Learning Style Inventory, Academic Motivation Scale, Dundee Ready Education Environment Measure (DREEM), and Revised two-factor version of the Study Process Questionnaire (R-SPQ-2F), was used. Descriptive statistics and Pearson’s correlation coefficient were employed to analyze the data. Results: The results revealed that nursing students exhibited SDL readiness at a high level. As for the factors related to SDL readiness, significant positive correlations were found for learning environment (r = 0.457, p < 0.01), deep learning approach (r = 0.442, p < 0.01), and academic motivation (r = 0.350, p < 0.01). In contrast, a surface learning approach was negatively correlated with SDL readiness (r = -0.201, p < 0.01). In addition, no significant correlations were observed between learning style and SDL readiness. However, abstract conceptualization demonstrated a weak positive correlation with self-management (r = 0.171, p = 0.021), while reflective observation showed a weak negative correlation with desire for learning (r = -0.165, p = 0.026). Conclusions: This study adds contextual evidence from the Maldivian undergraduate nursing education setting regarding factors related to SDL readiness. The findings support the broader body of evidence emphasizing the importance of educational environments, learning approach, and academic motivation in fostering SDL readiness in nursing education.]]>
