Is the Deep Learning Approach Effective in Building Nursing Students' Professional Identity?

With the high requirements of nursing students’ interdisciplinary competence in contemporary nursing education, the ability of nursing students to engage in deep and meaningful learning has become essential. However, the extent to which deep learning ability contributes to the development of professional identity, and whether it acts as a psychological mechanism linking professional self-efficacy and professional identity, remains unclear.

This study tries to explore the relationships among professional self-efficacy, deep learning ability, and professional identity of undergraduate nursing students.

A descriptive, cross-sectional correlational design was employed. 276 valid questionnaires were collected from full-time undergraduate nursing students from year 2 to year 4 at two public universities in Southwest China. Statistical software of SPSS 26.0 and PROCESS Macro Model 4 were used for data analysis.

Participants showed moderate levels of professional self-efficacy, deep learning ability, and professional identity. Nursing students with higher self-efficacy reported stronger deep learning ability and a stronger sense of professional identity. The deep learning ability partially mediated the relationship between self-efficacy and professional identity.

Based on the results, deep learning ability may serve as a bridge between self-efficacy and professional identity. Students who believe in their capabilities are more likely to learn deeply. Then their professional identity becomes clearer and more stable through this deep learning process. Teaching approaches that focus on students’ deep learning may help strengthen their professional identity.

Deep learning ability is helpful in developing professional identity among nursing students. It may serve as a practical indicator in nursing education. But further research should explore the causality in this relationship. Educational interventions that promote deep learning may help students build a stronger professional identity.