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The objective of this study is to determine the lifelong learning tendencies of students from the midwifery and nursing department at a Faculty of Health Sciences, and to reveal whether these tendencies differ with respect to the some variables. It further attempts to show some significant differences in the students' lifelong learning tendency levels according to certain demographic attributes (i.e., department, gender, and leisure). In accordance with the above purpose, the answers to the following questions are sought. 1. What are the lifelong learning tendency levels of midwifery and nursing students? 2. Are there any significant differences in lifelong learning tendency levels between the groups of students that may be formed according to demographic attributes? This is a descriptive study for a situation determination, on which a scanning model is grounded. The target population of this study consists of 356 students enrolled in midwifery and nursing departments. None of the sampling methods are used in this research as the researchers aimed to reach all 356 individuals in the target population. The data were collected from 333 students, although the data concerning 14 students were not included in the analysis due to a lack of response. The measurement scale used to measure the lifelong learning tendencies consists of two parts. Items regarding the demographical attributes constitute the first part and items related to the participants' tendencies toward lifelong learning formed the second part of the measurement tool. SPSS-22.0 was used for the data analysis, where Mann-Whitney U and Kruskall-Wallis H tests were conducted to test the hypothesis. The descriptive statistics of the students' demographic attributes were presented. The study's results indicated no significant difference in the lifelong learning tendency levels between the two groups of students making up the study areas (i.e., midwifery and nursing). Therefore, it can be inferred from this result that study areas do not have any significant impact on students' lifelong learning tendency scores. Conversely, the study's results revealed a significant difference in the students' lifelong learning tendencies between the two gender groups (i.e., female and male). The mean observed lifelong tendency scores of the female students was significantly higher than the mean of the male students. In light of the obtained study results, to improve the lifelong learning tendencies of students enrolled on midwifery and nursing courses, educational seminars about the importance of lifelong learning in human lives should be held.

An Investigation of the Opinions of Pre-service Midwives and Nurses Regarding Lifelong Learning