目的 探讨护理本科生网络学习行为特征，明确其学习风格，为提升网络教学效果提供重要理论支持。 方法 提取2020年9月—2022年12月参加护理专业英语线上课程的284名护理本科生的学习数据，利用K-means算法对其网络学习行为特征进行聚类与可视化分析，并结合不同类别学习者学习行为表现的数据差异，探索网络学习行为与学习效果间的关系。 结果 护理本科生在护理专业英语网络课程中的学习行为表现较积极，学习风格以顺应型（32.39%，92/284）和中庸型（45.42%，129/284）为主，独立型（14.79%，42/284）及排斥型（7.39%，21/284）学习者较少。不同学习风格的学生其学习行为在总成绩、作业发布至提交时间、讨论次数、回答问题次数及视频反刍比方面的差异具有统计学意义（P<0.05）。 结论 不同个体的护理本科生存在不同的学习风格偏好，独立型和顺应型学习者分别倾向于自主学习和有引导的学习方式，中庸型学习者无明显风格偏好，排斥型学习者各项学习行为表现均较为消极。护理教育者及教务相关部门应以学习风格偏好为参考，设计有针对性的教学活动及学业预警系统，从而改善教学效果。

Objective To explore the characteristics of online learning behavior of nursing undergraduates，clarify their learning style，and provide theoretical support for improving the effectiveness of online teaching. Methods The learning data of 284 nursing undergraduates who participated in the online course of Nursing English from September 2020 to December 2022 were collected. The K-means algorithm was used to conduct clustering and visualization analysis on the characteristics of online learning behaviors，and the relationship between online learning behaviors and learning effect was explored by combining the data differences in the performance of learning behaviors of different categories of learners. Results The learning behaviors of nursing undergraduates in the Nursing English online course were relatively positive. The learning styles were predominantly conformist（32.39%，92/284） and moderate（45.42%，129/284），with fewer independent（14.79%，42/284） and repulsive（7.39%，21/284） learners. The differences in the learning behavior performance of nursing undergraduates with different learning styles were statistically significant in terms of the total scores，the time of task published until submission，the number of discussions，the number of questions answered and the video regurgitation ratio（P<0.05）. Conclusion Nursing undergraduates hold different learning style preferences. Independent and conformist learners preferred self-directed and guided learning styles，respectively. Meanwhile，moderate learners displayed no obvious style preference，and the repulsive learners showed more negative performance in all learning behaviors. Nursing educators and relevant departments of educational administration should take learning style preferences as a reference in design targeted teaching and learning activities and to develop academic early warning system，in order to improve teaching and learning effect.