Elearning in a blended learning approach provides enormous opportunities for working nurses to further their studies and enhance their professional development and life-long learning. To date, the impact of self-directed learning (SDL) abilities among working nurses in elearning education in Malaysia remains uncertain. This study aims to investigate the relationship between SDL abilities and elearning outcomes, as well as the mediating effect of student satisfaction between the variables. This is a cross-sectional quantitative correlational study using a predictive design and multivariate analysis method. A stratified random sampling technique was applied to recruit 241 nursing students through an online survey. The Self-Directed Learning Instrument (SDLI) and an elearning course evaluation survey were used to measure the independent and dependent variables of the study. The variance-based Partial Least Squares Structural Modeling (PLS-SEM) method was employed to analyse the possible effects on the relationships among the variables studied. The findings revealed statistically significant relationships among SDL abilities, student satisfaction, and elearning outcome. A total effect of 62.4% is predicted for SDL abilities on elearning outcomes through student satisfaction. This study highlights the vital role of SDL abilities for online learners' success. A collaborative effort between universities and faculty and support personnel is essential to ensure successful, continuous elearning education for student nurses. We recommend that future studies explore other possible factors in the model that could help to enhance successful elearning in nursing education.