Cluster analysis and visualization research on comprehensive psychological quality of undergraduate nursing students from the perspective of curriculum ideological and politics

XU Yanxin; CHEN Jing; REN Xuan; HUO Jiawen; LI Rui; ZHU Shuyi; LUO Aoxiang

doi:10.12102/j.issn.1009-6493.2026.03.009

Abstract：Objective:To explore the characteristics of comprehensive psychological quality in undergraduate nursing students and to propose corresponding intervention strategies for different types of nursing students,to provide new ideas for optimizing nursing education quality and promoting comprehensive talent development.Methods:From March to July 2024,744 full-time undergraduate nursing students from a regular university in Guangdong Province were selected as research subjects.General Information Questionnaire,Knowledge-Attitude-Practice Questionnaire on Nursing Curriculum-Based Ideological and Political Education,Professional Identity Questionnaire for Nursing Students,Jefferson Scale of Physician Empathy-Nursing Student Version,the Meaning in Life Questionnaire,Learning Burnout Scale for College Students were used to investigated.SPSS 26 and Python software were used to process data.K-means algorithm was applied for cluster analysis.Scatter plots were drawn for visualization analysis.The relationships among relevant variables between different types of nursing students were explored based on the differences in comprehensive psychological quality.Results:Undergraduate nursing students were categorized into three types:passive burnout type(29.7%),moderate balance type(44.6%),and active engagement type(25.7%).There were significant differences among different types of undergraduate nursing students in terms of curriculum ideological and politics knowledge-belief-behavior,professional identity,learning burnout,sense of meaning in life,and empathy(P<0.001).Visualization analysis showed that curriculum ideological and politics knowledge-belief-behavior was correlated with the comprehensive psychological characteristics of undergraduate nursing students(P<0.001).Conclusions:There are differences in curriculum ideological and politics knowledge-belief-behavior,professional identity,learning burnout,meaning in life and empathy among different types of nursing students.Personalized intervention strategies should be developed for different types of nursing students to optimize teaching effects and to promote the comprehensive development of nursing talents.