Heterogeneous profiles of self-directed learning competencies among post-2000s Chinese nursing students: a latent profile analysis and associated factors

Abstract

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. Not applicable. Not applicable.