Ge Hui, Feng Tingting, Hu Huiling, Li Jiashuai, Wu Xue
Peking University, School of Nursing, Beijing 100191, China.
Peking University, School of Nursing, Beijing 100191, China.
Nurse Educ Today. 2025 Nov;154:106840. doi: 10.1016/j.nedt.2025.106840. Epub 2025 Jul 29.
A learner profile, as a method for presenting students' core characteristics and behaviors, has been widely recognized in personalized education, yet it remains underexplored in the context of diversified nursing teaching modes. Nursing requires the application of theoretical knowledge of the curriculum to clinical practice procedures, demanding that nursing students not only absorb information but also transform, integrate, and critically apply it in dynamic, real-world settings. Investigating nursing students' learning style preferences and behavioral strategies is critical for understanding how to adapt teaching methods to meet varied learning needs, thereby enhancing teaching quality and improving student learning outcomes.
To explore a nursing learner profile by analyzing learning styles and strategies, providing insights for integrating diversified teaching modes with personalized learning.
A cross-sectional study was conducted among 303 nursing students from two public universities. Data collection included sociodemographic information, learning styles, and learning strategies. Clustering ensemble analysis, including voting and consensus matrix methods, was performed to identify a learner profile.
A total of 241 valid questionnaires were analyzed, with the majority of participants being female (80.08 %) and an average age of 20.8 ± 1.79. Most students considered blended online and offline teaching (65.56 %) and scenario-based simulation teaching (28.22 %) to be the most effective teaching modes. Six distinct learner clusters were identified, each exhibiting differences in background characteristics, learning styles, and learning strategies: intuitive efficient learners (cluster 1), efficient uncertain learners (cluster 2), intrinsic-driven global learners (cluster 3), reflective independent learners (cluster 4), verbal logical learners (cluster 5), and extrinsic-driven inefficient learners (cluster 6).
This study highlights the diversity of nursing learners and the need for personalized teaching approaches. A nursing learner profile provides a foundation for designing tailored instructional strategies and addressing individual differences in nursing education.
学习者概况作为一种呈现学生核心特征和行为的方法，在个性化教育中已得到广泛认可，但在多元化护理教学模式的背景下仍未得到充分探索。护理工作需要将课程的理论知识应用于临床实践程序，这要求护理专业学生不仅要吸收信息，还要在动态的现实环境中对其进行转化、整合和批判性应用。调查护理专业学生的学习风格偏好和行为策略对于理解如何调整教学方法以满足不同的学习需求至关重要，从而提高教学质量并改善学生的学习成果。
通过分析学习风格和策略来探索护理学习者概况，为将多元化教学模式与个性化学习相结合提供见解。
对来自两所公立大学的303名护理专业学生进行了横断面研究。数据收集包括社会人口统计学信息、学习风格和学习策略。采用聚类集成分析，包括投票和共识矩阵方法，来确定学习者概况。
共分析了241份有效问卷，大多数参与者为女性（80.08%），平均年龄为20.8±1.79岁。大多数学生认为线上线下混合教学（65.5
