【摘要】 目的：识别护理本科生自主学习能力的潜在类别及特征差异，分析各潜在类别的影响因素，为制定个性化自主学习能力培养方案提供参考。方法：采用方便抽样法，于2024年4月—2024年7月选取中南大学湘雅护理学院337名四年制护理本科生为研究对象，通过一般人口学资料调查表、自主学习能力量表、职业认同感问卷进行调查。运用潜在剖面分析划分自主学习能力类别，通过单因素分析和多元Logistic回归分析影响因素。结果：护理本科生自主学习能力可分为低自主性组、一般自主性组和高自主性组3个潜在剖面。社会实践经历、阅读习惯、身边的学习资源和职业认同感是护理本科生自主学习能力的影响因素。结论：护理本科生自主学习能力存在三类差异化群体，护理教育工作者可针对不同类别特征及影响因素实施干预，提升护生职业认同感，进而增强其自主学习能力。更多还原

【Abstract】 Objective: To explore potential categories and characteristics of self-directed learning ability among nursing undergraduates, and to analyze the influencing factors of each potential category, providing a reference for formulating personalized self-directed learning ability training programs. Methods: Through convenience sampling from April to July 2024, 337 four-year nursing undergraduates from Xiangya School of Nursing in Central South University were surveyed with a demographic questionnaire, the Self-Directed Learning Instrument, and a Professional Identity Questionnaire. Latent profile analysis was conducted to analyze the latent profiles of nursing undergraduates’ self-directed learning ability. The influencing factors of latent profiles were identified by one-way ANOVA and multivariate logistic regression. Results: LPA identified three profiles: low self-directed group(20.3%); medium self-directed group(59.5%); high self-directed group(20.2%). The influencing factors included social practice experience, regular reading habits, learning resources and professional identity. Conclusion: The level of self-directed learning ability of nursing undergraduates can be divided into 3 latent profiles. Nursing educators can enhance professional identity and optimize learning resources may effectively improve self-directed learning ability of nursing undergraduates, according to characteristics and influencing factors of different latent profiles.更多还原