Relationship between learning attitude, self-efficacy, and caring behavior among nursing students in selected universities in Vietnam

Abstract

Objectives: This study aims to examine the relationship between learning attitude, self-efficacy, and caring behavior among undergraduate nursing students in three selected public universities in Vietnam. Methods:A descriptive-correlational design was used with 428 nursing students from three public universities in southern Vietnam from December 2024 to February 2025. Standardized instruments were applied, including the R-SPQ-2F for learning attitudes, the Self-Efficacy for Learning and Performance Scale, and the Caring Behaviors Inventory (CBI-24). All tools were translated and culturally adapted for Vietnamese participants. Data analysis employed descriptive statistics, Pearson’s correlation, and regression modeling. Results: Results showed moderate surface (M = 2.71, SD = 0.831 ) and deep (M = 3.32, SD = 0.7) learning approaches. Self-efficacy was rated as good in both self-learning (M = 2.63, SD = 0.48) and self-performance (M = 2.98, SD = 0.396). Caring behavior was consistently high across all domains, including being with (M = 4.85, SD = 0.746), doing with competence (M = 4.88, SD = 0.81), responding to needs (M = 5.01, SD = 0.81), and providing effective care (M = 4.89, SD = 0.942). Deep learning attitude was positively correlated with self-efficacy (r = 0.195–0.204, p < 0.001) and all caring behavior dimensions (r = 0.183–0.204, p < 0.001). Self-efficacy also correlated positively with caring behavior in both learning (r = 0.135–0.156) and performance domains (r = 0.135–0.165). Regression analysis confirmed a significant direct effect of self-efficacy on caring behavior (β = 0.3152, p < 0.001) and a smaller indirect effect mediated by learning attitude (estimate = 0.0378, p = 0.041), indicating partial mediation. Conclusion: The findings highlight the importance of strengthening self-efficacy and fostering deep learning approaches to enhance compassionate and competent nursing care. Future research should design interventions that integrate these elements into nursing curricula