The effect of self-directed learning ability on core competence in undergraduate nursing students: the mediating role of professional self-concept

Abstract

Background Core competence is a key indicator of nursing students' clinical readiness. While self-directed learning and professional self-concept are correlated with this competence, their underlying mechanisms remain unclear. Purpose To examine the association between self-directed learning and undergraduate nursing students' core competence and the mediating role of professional self-concept in this relationship. Methods A cross-sectional survey of 237 undergraduate nursing students from a medical university in northern China was conducted. Data collected via structured scales were analyzed using correlation, path analysis, and bootstrapping. Results Self-directed learning, professional self-concept, and core competence were all at moderate levels and significantly positively correlated (P < 0.001). Professional self-concept partially mediated the effect of self-directed learning on core competence (indirect effect = 0.422), accounting for 24.4% of the total effect. Conclusions Self-directed learning is positively related to core competence both directly and indirectly through professional self-concept as a partial mediator. Educators should consider fostering active learning and professional identity to better prepare students for clinical practice.