关键词: 学生, 护理, 适应, 学业成绩, 潜在剖面分析

Abstract:

Objective This study aimed to identify heterogeneous profiles of professional adaptation among undergraduate nursing students and to explore their relationship with academic achievement. Methods Using a convenience sampling method,388 undergraduate nursing students were surveyed with the Professional Adaptation Scale,which measures professional commitment,learning goals,learning behaviors,self-efficacy,and professional identity. Latent Profile Analysis(LPA) was employed to identify adaptive subgroups,and differences in academic achievement,indexed by Grade Point Average(GPA),among these profiles were analyzed. Results Four latent profiles were identified:a Low-Adaptation group(28.4%),a Moderate-Adaptation group(35.6%),a High-Adaptation group(18.8%),and a High Self-Efficacy-Low Goal-Behavior group(17.2%). Regression analysis revealed that,compared to the Low-Adaptation group,the High-Adaptation group had significantly higher academic achievement(β=0.711,P<0.001). Notably,the High Self-Efficacy-Low Goal-Behavior group exhibited significantly lower academic achievement than the Low-Adaptation group(β=-0.350,P=0.007). Conclusion Professional adaptation among nursing undergraduates presents both balanced and imbalanced patterns,and its relationship with academic achievement is non-linear. This study identifies a critical at-risk subgroup,the High Self-Efficacy-Low Goal-Behavior group,whose poor academic performance is linked to a disconnect between confidence and engagement. These findings highlight the need for educators to accurately identify student characteristics and implement tailored,precise interventions.

Key words: Students, Nursing, Adaptation, Academic Achievement, Latent Profile Analysis