In response to evolving educational paradigms, there has been a significant shift in nursing education from traditional, teacher-centered methods to more dynamic, student-driven approaches such as self-directed learning (SDL). This transition aligns with global trends emphasizing deep learning, autonomy, and lifelong learning. Nursing education, by its nature, is structured to equip students with the knowledge, skills, and values required to deliver holistic care to diverse patient populations. SDL enhances this process by empowering students to take responsibility for their own learning, thereby fostering professional growth and clinical competence. SDL refers to an individual's ability to plan, identify resources, and adopt appropriate learning strategies to meet personal educational goals. It is associated with key learner characteristics such as intrinsic motivation, persistence, diligence, veracity, and conscientiousness. Over time, various terms have been used to describe SDL, including autonomous learning, self-initiated learning, independent learning, and self-teaching. As such, integrating SDL into nursing curricula has become essential for preparing students to thrive in increasingly complex healthcare environments. This study explores the development and assessment of an educational booklet designed to support SDL in nursing education. The booklet aims to guide students in becoming more proactive and reflective learners, ultimately enhancing their clinical and academic performance.