Profiles of self-directed learning and learning engagement among undergraduate nursing students in blended learning...

Blended learning requires nursing students to regulate their learning while maintaining meaningful engagement. However, learner-profile research jointly examining self-directed learning and learning engagement remains limited, leaving heterogeneity in how these constructs co-occur among nursing students insufficiently understood.

This study aimed to identify heterogeneous learner profiles among nursing undergraduates based on self-directed learning and learning engagement, and to examine factors associated with learner-profile membership.

A cross-sectional study was conducted among nursing undergraduates from two universities in China. Data were collected using the Self-Rating Scale of Self-Directed Learning (SRSSDL) and the Blended Learning Environment Student Engagement Scale. Learner profiles were identified through cluster ensemble analysis, which included voting and consensus matrix methods. Multinomial logistic regression was used to identify factors associated with learner-profile membership.

Four learner profiles were identified: competent proactive learners (32.37%), developing transitional learners (47.40%), passive and disengaged learners (6.36%), and autonomous and committed learners (13.87%). Competent proactive learners exhibited relatively high levels of self-directed learning and learning engagement but less-developed strategy use. Developing transitional learners demonstrated moderate engagement but limited self-directed learning, whereas passive and disengaged learners reported the lowest levels of both constructs and constituted a potentially vulnerable profile. Autonomous and committed learners exhibited the highest levels of self-directed learning and learning engagement. Gender, grade, reasons for choosing nursing, residence, and monthly family income were associated with learner-profile membership (P < 0.05).

Nursing students showed substantial heterogeneity in self-directed learning and learning engagement within blended learning environments. Profile-specific instructional strategies could be considered, including open-ended learning tasks and clinical simulations for autonomous and committed learners; collaborative learning activities combined with explicit strategy support and a gradual transfer of learning responsibility for competent proactive learners; clear guidance and metacognitive strategy training for developing transitional learners; and early identification with targeted motivational support for passive and disengaged learners.