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.
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.
It is indicated that both self-directed learning and AI acceptance are associated with perceived clinical competence, with AI acceptance acting as a mediating factor.
Boshra Karem Mohamed El-Sayed, Ayman Ateq Alamri, M. G. R. Asal et al.· BMC Medical Education· 0 citations
Background: Self-esteem and self-efficacy are essential psychological constructs that significantly influence nursing students’ academic performance, clinical competence, and overall well-being. Understanding the relationship between these variables is crucial for enhancing educational outcomes and professional readiness in nursing education.
Aim: This study aimed to assess the levels of self-esteem and self-efficacy among nursing students at the University of Karbala and to examine the correlation between these two variables.
Methods: A quantitative descriptive cross-sectional design was conducted among 74 nursing students selected through a convenience sampling at the University of Karbala between October 5 and November 5, 2025. Data were collected using a structured questionnaire consisting of three parts: demographic characteristics, the Rosenberg Self-Esteem Scale (RSES), and the General Self-Efficacy Scale. Data were analyzed using descriptive statistics and Pearson correlation coefficient.
Results: The findings revealed that 63.5% of participants had moderate self-esteem, 33.8% had high self-esteem, and only 2.7% had low self-esteem. Regarding self-efficacy, 74.3% of students demonstrated high levels, 23% moderate levels, and 2.7% low levels. A statistically significant correlation was found between self-esteem and self-efficacy (r = 0.522, p < 0.001), indicating a positive relationship.
Conclusion: The study concluded that most nursing students exhibited moderate to high levels of self-esteem and high levels of self-efficacy. The significant positive correlation between the two variables.
Ali Mlaghy Shakhat Al-Salhee, Manar Majeed Hameed, Amal Fadhil Noori et al.· Kerbala Journal of Nursing a...· 0 citations
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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Zuyao Xiao, Rui Cui, Jiaxin Liu et al.· BMC Nursing· 0 citations
Background: Self-directed learning (SDL) is an essential component of competency-based medical education (CBME) and plays a vital role in promoting lifelong learning among medical students. The National Medical Commission has emphasized SDL as a key strategy to develop independent learning, critical thinking, and professional competence among undergraduate medical students. The present study was conducted to assess self-directed learning abilities among medical undergraduates at a Government Medical College in Nagpur.
Methods: A cross-sectional study was conducted among second professional undergraduate medical students of Government Medical College, Nagpur from October to December 2025. A universal sampling technique was adopted, and participation was voluntary. Data were collected using the pre-validated self-directed learning instrument (SDLI) developed by Shen et al consisting of 20 items across four domains: learning motivation, planning and implementation, self-monitoring, and interpersonal communication. participants’ responses were obtained using a 5-point Likert scale. Data were analyzed using descriptive statistics in Jamovi software version 2.6.44.
Results: Out of 250 students approached, 174 completed the questionnaire, yielding a response rate of 69.6%. The overall SDL score was 72.1%, indicating a moderate level of self-directed learning ability among the participants. Among the four domains, the highest percentage score was observed in learning motivation (75.7%), followed by interpersonal communication (72.4%), self-monitoring (71.4%), and planning and implementation (68.6%).
Conclusions: 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
This study examined the effect of self-directedness on global competence among university students and verified the mediating role of self-leadership within this relationship. An online survey was conducted with students enrolled at a four-year university, S University, located in the Seoul metropolitan area, and a total of 247 valid responses were used for the final analysis. The collected data were analyzed using SPSS 21.0 and PROCESS Macro 4.3 through descriptive statistics, correlation analysis, and mediation analysis. The main findings are as follows. First, the total effect of self-directedness on global competence was statistically significant (Effect=.089, p<.05, 95% CI=.006–.173), indicating that students with higher levels of self-directedness tended to have higher levels of global competence. Second, the analysis of the mediating pathway of self-leadership showed that self-directedness had a significant positive effect on self-leadership (Effect=.244, p<.001, 95% CI=.160–.329), and self-leadership also had a significant positive effect on global competence (Effect=.440, p<.001, 95% CI=.327–.552). In addition, the indirect effect of self-directedness on global competence through self-leadership was statistically significant (Effect=.107, Boot S.E.=.027, BootLLCI=.060, BootULCI=.167). Based on these results, this study highlights the importance of developing and implementing educational strategies and programs that foster both self-directedness and self-leadership to enhance overall global competence among university students.
Buja Kang· The Korea Association of Yeo...· 0 citations