Heterogeneous profiles of self-directed learning competencies among post-2000s Chinese nursing students: a latent profile analysis and associated factors
The nursing profession requires practitioners to possess the ability to engage in lifelong learning. As the core of the future nursing workforce, the self-directed learning abilities of nursing students born in the 2000s are of critical importance. This study aims to identify the characteristics of self-directed learning abilities and their influencing factors among different categories of nursing students through latent profile analysis, thereby providing a basis for developing targeted intervention strategies.
In April 2026, a cross-sectional survey was conducted using a structured questionnaire among nursing students at two medical universities in Liaoning and Shandong provinces. Latent profile analysis was used to identify latent categories of self-directed learning ability among nursing students born in the 2000s; independent samples t-tests, one-way ANOVA, or corresponding nonparametric tests (Mann-Whitney U test, Kruskal-Wallis test) were employed for intergroup comparisons; variables found to be statistically significant in the univariate analysis were included in an ordered logistic regression model to analyze the factors influencing the categories.
The self-directed learning abilities of nursing students born in the 2000s can be classified into three latent categories: the “Comprehensive Weakness Group” (18%), the “Balanced Development Group” (48%), and the “Comprehensive Leadership Group” (34%). Ordered logistic regression analysis revealed that educational background, whether serving as a student leader or class committee member, future plans to pursue a career in nursing, prior training in self-directed learning, academic burnout, and learning motivation were all significantly associated with the category of self-directed learning ability (all
P
< 0.05).
Differentiated educational interventions should be implemented for nursing students with different characteristics. For the “Comprehensive Weakness Group,” psychological support and training in structured self-directed learning skills should be strengthened; the “Balanced Development Group” should be provided with appropriate guidance to facilitate their transition to the “Comprehensive Leadership Group,” and the exemplary role of the “Comprehensive Leadership Group” should be fully leveraged to enhance the self-directed learning abilities of all post-2000s nursing students.
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Self-directed learning is positively related to core competence both directly and indirectly through professional self-concept as a partial mediator and Educators should consider fostering active learning and professional identity to better prepare students for clinical practice.
Lulu Zheng, Li Li, Yuantong Zang et al.· Frontiers in Psychology· 0 citations
The study demonstrated that medical undergraduates possessed moderate level of self-directed learning abilities, with strong learning motivation but comparatively lower scores in planning and implementation.
P. Preethi, Uday Narlawar, Surya Kannan et al.· International Journal of Com...· 0 citations
Introduction: The current shortage in the global nursing workforce underscores the importance of understanding factors associated with career choice and professional retention. This study aimed to identify background profiles among Hungarian Bachelor of Science in Nursing students and to examine their associations with career-choice patterns and perceptions of the Graduate Nursing Residency Program (GNRP). Methods: A cross-sectional online survey was conducted between 1 September 2025 and 1 March 2026 at seven Hungarian higher education institutions. Of 979 questionnaires screened, eight were excluded because of incomplete cluster-analysis data, resulting in an analytical sample of 971 students. Student background profiles were explored using TwoStep cluster analysis. The four-cluster solution was retained on the basis of model-fit change, cluster-size balance, parsimony, and substantive interpretability; the average silhouette value was 0.20, indicating weak separation. Results: Four exploratory profiles were identified: students from families with a university degree (17.3%), students with a rural healthcare orientation (37.3%), urban middle-class students (24.2%), and students with an urban mobility background (21.2%). The timing of career choice differed across profiles (p < 0.001; Cramer’s V = 0.179). Awareness of the GNRP was limited, with 69.7% reporting no prior knowledge. Perceived contribution to professional development differed statistically across profiles (p = 0.033; partial η2 = 0.009), but the effect was small. Conclusions: The findings describe exploratory background profiles and modest associations rather than stable student categories or causal effects. Limited awareness and generally favorable perceptions of the GNRP suggest potential relevance for future communication and evaluation, but the present study does not establish program effectiveness.
E. Závodi, Viktor Simon, Krisztina Antónia Bornemissza et al.· Nursing Reports· 0 citations
BACKGROUND
Blended learning requires nursing students to regulate their learning while maintaining meaningful engagement. However, learner-profile research jointly examining self-directed learning and learning engagement remains limited, leaving heterogeneity in how these constructs co-occur among nursing students insufficiently understood.
OBJECTIVES
This study aimed to identify heterogeneous learner profiles among nursing undergraduates based on self-directed learning and learning engagement, and to examine factors associated with learner-profile membership.
METHODS
A cross-sectional study was conducted among nursing undergraduates from two universities in China. Data were collected using the Self-Rating Scale of Self-Directed Learning (SRSSDL) and the Blended Learning Environment Student Engagement Scale. Learner profiles were identified through cluster ensemble analysis, which included voting and consensus matrix methods. Multinomial logistic regression was used to identify factors associated with learner-profile membership.
RESULTS
Four learner profiles were identified: competent proactive learners (32.37%), developing transitional learners (47.40%), passive and disengaged learners (6.36%), and autonomous and committed learners (13.87%). Competent proactive learners exhibited relatively high levels of self-directed learning and learning engagement but less-developed strategy use. Developing transitional learners demonstrated moderate engagement but limited self-directed learning, whereas passive and disengaged learners reported the lowest levels of both constructs and constituted a potentially vulnerable profile. Autonomous and committed learners exhibited the highest levels of self-directed learning and learning engagement. Gender, grade, reasons for choosing nursing, residence, and monthly family income were associated with learner-profile membership (P < 0.05).
CONCLUSION
Nursing students showed substantial heterogeneity in self-directed learning and learning engagement within blended learning environments. Profile-specific instructional strategies could be considered, including open-ended learning tasks and clinical simulations for autonomous and committed learners; collaborative learning activities combined with explicit strategy support and a gradual transfer of learning responsibility for competent proactive learners; clear guidance and metacognitive strategy training for developing transitional learners; and early identification with targeted motivational support for passive and disengaged learners.
There are numerous challenges for nursing students during the transition to college life, especially in adapting to new academic, social, and environmental contexts. The stress level among students has been going up dangerously due to the pressure of their academic or cultural activities. This descriptive research aims to assess the nursing student’s attitude towards the mentoring system and its role in facilitating their adaptation to college life. A quantitative research approach was employed. The study was conducted among 64 second-semester B.Sc. Nursing students at TMM College of Nursing, Kaviyoor. A structured questionnaire comprising of four sections—socio-demographic data, areas of adaptation, attitude towards mentorship, and expectations of the mentees—was used as the primary data collection tool. The academic experts established content validity of the tool and split-half method was used for reliability checking, that yielded a correlation score of 0.9 which shows positive correlation. Samples were selected using a convenient sampling technique and data collection was carried out via Google Forms. Findings were analyzed based on categorized Likert scale scores to determine levels of adaptation, attitude, and expectations. The results revealed that 70.3% of students demonstrated high levels of adaptation, while 29.7% showed moderate adaptation. All participants (100%) expressed a positive attitude toward the mentoring system, indicating strong acceptance and satisfaction. Furthermore, 99.0% of students reported high expectations regarding the mentorship experience, expecting academic, emotional and career guidance support. These results suggest that the mentoring system is positively accepted, highly effective, and considered a vital support structure that promotes students’ adjustment and holistic growth. The study recommends continued enhancement and structured implementation of mentorship programs within nursing education.
Aksa Anna Sabu, Aleena Siby, Anjaly Sethu et al.· Asian Journal of Nursing Edu...· 0 citations
Of the factors studied, self-efficacy was the strongest predictor of the development of clinical skills, followed by the emotional resilience, motivation, and coping, followed by the emotional resilience, motivation, and coping.
I. C. Enriquez, Dm Cristine A. Geroy, Nenita I. Prado· International journal of res...· 0 citations
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