Characterizing potential subtypes and influencing factors of self-directed learning competence among clinical nurses in China by latent profile analysis

Zhisheng, Zhang
Mingju, Cai
Ruichu, Zhang
Fang, Wang
Shaona, Liao
Anliu, Nie
Xiangfen, Su

Belitung Nursing Journal
Vol. 11 No. 6 (2025): November - December

Background: Nurses demonstrate varying levels of self-directed learning competence, which is influenced by multiple individual and contextual factors. Identifying profiles with varying levels of self-directed learning is essential for providing targeted support and training. However, there is limited research exploring the potential profiles of self-directed learning competence among nurses. Objectives: This study aimed to identify distinct latent profiles of self-directed learning competence among nurses and analyze the influencing factors. Methods: A cross-sectional study design was used. Nurses were recruited using a convenience sampling from four tertiary hospitals in Guangzhou, China, between August 2024 and February 2025. The Self-Directed Learning Competence Scale for Nurses was used to assess the self-directed learning Competence of nurses. Latent profile analysis was performed to identify different potential profiles. Pearson’s chi-square test and multinomial logistic regression were used to explore the factors influencing self-directed learning competence. Results: A total of 740 nurses participated. Three latent profiles of self-directed learning competence were identified: low (n = 356, 48.1%), medium (n = 291, 39.3%), and high (n = 93, 12.5%). The self-directed learning competence of nurses was influenced by various factors, including Junior college and below (OR = 0.555, p= 0.043); Monthly number of night shifts = 3~4 (OR = 2.859, p = 0.029); Learning atmosphere = neutral (OR = 0.342, p  = 0.018) and good (OR = 0.412, p = 0.038); Learning willingness (OR = 1.425, p  <0.001), Difficulty of title promotion = difficult (OR = 2.628, p = 0.029) and Job stress (OR = 0.981, p  <0.001). Conclusion: The study revealed diverse profiles of self-directed learning competence among nurses. Nursing managers should design differentiated strategies based on these profiles. Enhancing organizational support and stimulating learning motivation can help improve nurses’ self-directed learning competence, thereby promoting their professional development and improving the overall quality of clinical nursing care.