Segmentation of nursing students’ learning strategies: A combined hierarchical and non-hierarchical clustering approach

BACKGROUND: The quality of learning is influenced by students’ ability to adopt effective learning strategies, which are essential in nursing education. This study aims to segment nursing students’ learning strategies into distinct profiles to inform targeted pedagogical interventions. The study combines hierarchical and non-hierarchical clustering methods to explore cognitive, metacognitive, and affective tools used by nursing students in Morocco. MATERIALS AND METHODS: This cross-sectional analytical study was conducted from December 2022 to February 2023 in the three Higher Institutes of Nursing and Health Techniques (ISPITS) in the Marrakech-Safi region, Morocco. An exhaustive sampling method included 625 newly enrolled first-year Moroccan students. Data were collected using a self-administered questionnaire adapted from “Mes Outils de Travail Intellectuel” (MOTI), previously validated for the target population through exploratory factor analysis (Cronbach’s alpha > 0.7). The questionnaire assessed cognitive, metacognitive, and affective learning strategies. Data analysis employed hierarchical clustering (Ward’s method) and non-hierarchical clustering (K-Means algorithm) using SPSS software (version 27). Differences between clusters were confirmed by ANOVA tests. RESULTS: Four distinct clusters emerged: limited strategic profile, surface strategic profile, depth strategic profile, and low engagement strategic profile. Significant differences were observed among these profiles ( P < 0.001). The depth strategic profile demonstrated advanced cognitive and metacognitive approaches, whereas the surface strategic profile predominantly involved rote memorization. CONCLUSION: Nursing students exhibit diverse learning strategies, underscoring the necessity for tailored pedagogical approaches. The combined clustering methodology effectively identified distinct learning profiles, providing a solid foundation for enhancing educational outcomes in nursing education.