The effect of self-directed learning ability on core competence in undergraduate nursing students: the mediating role of professional self-concept.

Background: Core competence is a key indicator of nursing students' clinical readiness. While self-directed learning and professional self-concept are correlated with this competence, their underlying mechanisms remain unclear. Purpose: To examine the association between self-directed learning and undergraduate nursing students' core competence and the mediating role of professional self-concept in this relationship. Methods: A cross-sectional survey of 237 undergraduate nursing students from a medical university in northern China was conducted. Data collected via structured scales were analyzed using correlation, path analysis, and bootstrapping. Results: Self-directed learning, professional self-concept, and core competence were all at moderate levels and significantly positively correlated ( Conclusions: Self-directed learning is positively related to core competence both directly and indirectly through professional self-concept as a partial mediator. Educators should consider fostering active learning and professional identity to better prepare students for clinical practice.