Latent profile analysis of professional commitment among undergraduate nursing students and its association with...

Professional commitment is a key factor influencing nursing students' sense of professional identity, learning motivation, and future retention. However, most existing studies treat it as a single continuous construct, overlooking the dimensional combinations and internal heterogeneity within student groups. The relationship between commitment profiles and interprofessional collaboration competence (IPCC) remains unclear.

To identify latent profiles of professional commitment among undergraduate nursing students and examine differences in their IPCC and related influencing factors.

Cross-sectional study.

Six public undergraduate universities in Guangxi, China.

A total of 492 undergraduate nursing students across all academic years.

Data were collected using structured questionnaires measuring professional commitment and interprofessional collaboration competence. Latent profile analysis (LPA) was used to identify commitment profiles. Chi-square (χ²) tests, ANOVA, and multinomial logistic regression were employed to explore associated factors and group differences in collaboration competence.

Three distinct profiles of professional commitment were identified: Low Commitment (27.8%): Weak affective and idealistic commitment, with a high risk of attrition; Moderate Commitment (53.3%): Strong in normative commitment but low in intrinsic motivation; High Commitment (18.9%): Balanced development across all four dimensions and strong professional identity. Satisfaction with the nursing major significantly predicted profile membership (P < 0.001). A gradient association was found between commitment profiles and IPCC, with the High Commitment group showing significantly higher scores in value alignment, role understanding, communication, and teamwork (P < 0.001).

Professional commitment among undergraduate nursing students exhibits clear heterogeneity. Commitment profiles effectively predict collaboration competence. Educators are encouraged to apply tiered interventions based on commitment levels and integrate identity development into interprofessional education to enhance students' collaborative capacity and career development potential.