Tailored personas of learning motivation among undergraduate nursing students: a qualitative descriptive study

Learning motivation among undergraduate nursing students is characterized by dynamic changes and substantial individual differences. Previous studies focusing primarily on motivation levels have failed to comprehensively capture the diverse characteristics of students’ learning motivation. To construct learning motivation personas among undergraduate nursing students and explore their motivational characteristics and educational needs, thereby providing evidence for personalized nursing education. A qualitative descriptive study design was employed. Purposive sampling combined with maximum variation sampling was used to recruit undergraduate nursing students for semi-structured interviews. Interview data were analyzed using content analysis, including coding, categorization, and theme development. Learning motivation personas among undergraduate nursing students were subsequently constructed. A total of 19 undergraduate nursing students participated in this study.Five learning motivation personas was integrated based on their underlying meanings, covering stable-oriented pragmatic learners, ideal-driven nursing aspirants, externally motivated passive selectors, performance-oriented growth learners, and pathway-planning rational developers. The personas showed distinct patterns in motivational sources, learning behaviors, key influencing factors, major challenges, and educational support needs. Learning motivation among undergraduate nursing students is highly heterogeneous. Learning motivation personas provide a comprehensive framework for understanding students’ motivational characteristics and educational needs. Nursing educators can implement differentiated and personalized educational support and interventions to enhance learning engagement, professional identity, and clinical competence. Not applicable.