The mediating role of self-efficacy between time management disposition and deep learning ability among undergraduate...

Deep learning ability is essential for nursing students to navigate complex knowledge acquisition and intelligent healthcare challenges. However, information overload in digital learning environments may hinder the mastery of complex knowledge.

This study aims to investigate the current status of deep learning ability and its influencing factors among undergraduate nursing students, and to explore the mediating role of self-efficacy between time management disposition and deep learning ability.

A cross-sectional, correlational study.

A total of 238 full-time undergraduate nursing students were recruited from medical colleges via convenience sampling between September and December 2025. Data were collected using the Deep Learning Ability Scale, Time Management Disposition Scale, and General Self-Efficacy Scale. Analyses included t-tests, ANOVA, Pearson correlations, multiple regression, and mediation analysis using the PROCESS macro (Model 4).

The mean total scores for the 238 undergraduate nursing students were 105.17 ± 19.03 for deep learning ability, 163.06 ± 28.33 for time management disposition, and 27.03 ± 5.11 for self-efficacy. Correlation analysis indicated that deep learning ability was significantly and positively correlated with time management disposition (r = 0.755, P < 0.001) and self-efficacy (r = 0.754, P < 0.001). Additionally, a significant positive correlation was observed between time management disposition and self-efficacy (r = 0.770, P < 0.001). Student leadership experience, self-efficacy, and time management disposition were identified as significant predictors, collectively explaining 66.2% of the variance in deep learning ability. Furthermore, self-efficacy partially mediated the relationship between time management disposition and deep learning ability (β = 0.217, 95% CI [0.138, 0.303]), accounting for 41.41% of the total effect.

The deep learning ability of undergraduate nursing students is at a moderately high level. Self-efficacy serves as a crucial partial mediator between time management and deep learning. Nursing educators should adjust teaching strategies to enhance deep learning ability and improve the quality of nursing talent cultivation.