Investigating current status and influencing factors of career intentions among Chinese nursing undergraduates: a cross-sectional study

BACKGROUND: Career intentions have a significant influence on the decision-making process regarding the graduation destination and future development prospects of nursing undergraduates. Concurrently, caring ability, self-directed learning ability, and critical thinking are of paramount importance in enhancing the competitiveness and adaptability of nursing professionals. A paucity of research has been conducted on the career intentions of nursing undergraduates and the factors that influence these intentions. The objective of this study was to investigate the career intentions of Chinese nursing undergraduates and to assess the associations of demographic characteristics and core competencies-including caring, self-directed learning, and critical thinking-with these intentions. METHODS: A total of 566 nursing undergraduates from three public medical schools located in the northern, southern, and western regions of China were surveyed in this study. Data were collected using the Self-Directed Learning Instrument, the Caring Ability Inventory, and the Critical Thinking Scale. Descriptive analysis, chi-square tests, one-way analysis of variance, and multiple logistic regression analysis were conducted using SPSS 28.0. RESULTS: Of the 566 nursing undergraduates, 59.2% indicated their intention to pursue graduate education, 25.3% planned to choose full-time employment upon graduation, and 15.5% expressed uncertainty about their career intentions. Multiple logistic regression showed that grade level (p < 0.001), class cadre experience (p < 0.001), social/volunteer experience (p < 0.05), family income level (p < 0.05), career preference (p < 0.001), caring ability (p < 0.05), self-directed learning ability (p < 0.001), and critical thinking (p < 0.05) all significantly impacted career intentions. CONCLUSIONS: This study highlights that more than half of the surveyed nursing undergraduates intend to pursue graduate education. The key influencing factors include grade level, student leadership experience, social practice/volunteer experience, family income level, and career preferences, alongside three core competencies: caring, self-directed learning, and critical thinking. These findings underscore the necessity for targeted educational and career support that aligns with the aspirations of nursing undergraduates. Such support is conducive to improving the quality of nursing education and promoting the professional development of the nursing profession.