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Objective:  Self-regulated learning (SRL) strategies are a central prerequisite for the goal-oriented and successful use of digital learning opportunities in the study of health care professions. It is often presumed that students are proficient in SRL, but this could not be taken for granted. Using the example of the master's degree program in nursing education at the Fliedner University of Applied Sciences, it is shown how the topic of SRL can support students in self-directed e-learning and expand their digital learning competence.   Method:  The period of e-learning was initiated with a project introducing to SRL. The students (n= 49) elaborated task-based text work on SRL, which was made available via a learning platform. Subsequently, the students reflected individually on their SRL using a proven questionnaire and set development goals for themselves. At the end of the semester the usefulness of SRL was evaluated in a group discussion with open questions from the students' point of view and the answers were qualitatively evaluated.   Results:  The knowledge of SRL supported the students during the period of e-learning to plan their learning activities goal-oriented manner and to use the learning opportunities systematically.   Discussion/conclusions:  SRL can promote the digital learning competence of students and support them in coping with the study requirements during the period of e-learning. In this context, SRL could be included in an interdisciplinary curriculum to foster the digital learning competence of students as an interdisciplinary topic and cross-sectional subject in all study programs of health care professions.

Enhancing of self-regulated learning strategies for health care students to improve e-learning in the "Corona semester" as an interdisciplinary task.