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Zhang X, Chen Y, Li B, Jiang L, Lang X, Zeng T. The association between school educational atmosphere, learning engagement, and professional commitment of nursing students, and learning engagement as the mediator. NURSE EDUCATION TODAY 2024; 139:106223. [PMID: 38657481 DOI: 10.1016/j.nedt.2024.106223] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 07/18/2023] [Revised: 04/07/2024] [Accepted: 04/18/2024] [Indexed: 04/26/2024]
Abstract
BACKGROUND The current shortage and loss of nurses has become a significant problem in healthcare systems around the world. Professional commitment is essential to prevent the loss of nursing staff and stabilize the nursing workforce. OBJECTIVES This study aimed to explore the unique relationship between school educational atmosphere, learning engagement, and professional commitment, and whether learning engagement would mediate the relationship between educational atmosphere and professional commitment. DESIGN A cross-sectional study design was used. SETTINGS The participants came from six schools in four cities in Hubei Province, China. PARTICIPANTS A total of 1009 nursing students above the first year of undergraduate studies were included by convenient sampling method. METHODS Data were collected using the Educational Climate Inventory, the Utrecht Work Engagement Scale-student, and the Professional Commitment Scale. Pearson correlation was used to examine the relationship between educational atmosphere, learning engagement, and professional commitment. Mediation analysis was used to test whether learning engagement mediated the relationship between educational atmosphere and professional commitment. RESULTS A positive educational atmosphere was associated with a high level of learning engagement, which was associated with a higher level of professional commitment. Learning engagement mediated the relationship between educational atmosphere and professional commitment. CONCLUSIONS The findings provide empirical evidence for promoting professional commitment in nursing students. Learning engagement is an important mediating variable connecting educational atmosphere and professional commitment. In order to stabilize the career choices of nursing students, it is necessary to take measures to improve their learning engagement during school.
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Affiliation(s)
- Xi Zhang
- Department of Nursing, Tongji Hospital, Tongji Medical College, Huazhong University of Science and Technology, 1095 Jiefang Avenue, Wuhan, China; School of Nursing, Tongji Medical College, Huazhong University of Science and Technology, 13 Hangkong Road, Wuhan, China
| | - Ye Chen
- Department of Nursing, Tongji Hospital, Tongji Medical College, Huazhong University of Science and Technology, 1095 Jiefang Avenue, Wuhan, China
| | - Bingbing Li
- Department of Nursing, Tongji Hospital, Tongji Medical College, Huazhong University of Science and Technology, 1095 Jiefang Avenue, Wuhan, China; School of Nursing, Tongji Medical College, Huazhong University of Science and Technology, 13 Hangkong Road, Wuhan, China
| | - Lingjun Jiang
- Department of Nursing, Tongji Hospital, Tongji Medical College, Huazhong University of Science and Technology, 1095 Jiefang Avenue, Wuhan, China; School of Nursing, Tongji Medical College, Huazhong University of Science and Technology, 13 Hangkong Road, Wuhan, China
| | - Xi Lang
- Department of Nursing, Tongji Hospital, Tongji Medical College, Huazhong University of Science and Technology, 1095 Jiefang Avenue, Wuhan, China; School of Nursing, Tongji Medical College, Huazhong University of Science and Technology, 13 Hangkong Road, Wuhan, China
| | - Tieying Zeng
- Department of Nursing, Tongji Hospital, Tongji Medical College, Huazhong University of Science and Technology, 1095 Jiefang Avenue, Wuhan, China.
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Zhang J, Ren X, Lai F, Chen J, Shan S, Tian L. Professional commitment and related factors among nursing undergraduates: A latent profile analysis. NURSE EDUCATION TODAY 2023; 131:105958. [PMID: 37690440 DOI: 10.1016/j.nedt.2023.105958] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 04/25/2023] [Revised: 07/19/2023] [Accepted: 09/03/2023] [Indexed: 09/12/2023]
Abstract
OBJECTIVE To identify different subgroups of nursing professional commitment among nursing undergraduates and to analyze the related factors of the different subgroups. METHODS A cross-sectional study using the professional commitment scale with 430 nursing undergraduates was conducted. Latent profile analysis was used to explore the nursing students' professional commitment subgroups and using multivariate logistic regression to analyze the related factors of nursing professional commitment. RESULTS The overall mean score for professional commitment in nursing was (75.07 ± 14.715). There were three different subgroups of professional commitment characteristics, namely the "high professional commitment group" (20.465 %), the "medium professional commitment group" (66.279 %), and the "low professional commitment group" (13.256 %). Dissatisfaction with clinical placement (OR = 3.556, p = 0.008) and self-enrollment (OR = 0.186, p = 0.002) were significantly related factors for low-level and medium-level nursing commitment groups. Students' origin in western China (OR = 1.869, p = 0.042) significantly influenced the medium-level specialty commitment group. CONCLUSIONS Most nursing undergraduates have been categorized in the "medium professional commitment group". Students who were dissatisfied with their clinical experience and chose the nursing profession involuntarily were the main factors for low-level and medium-level nursing professional commitment. The clinical practice environment should be further improved to enhance the clinical experience satisfaction of nursing undergraduates; at the same time, the professional value cultivation of students whose choice of nursing profession was not made by themselves should be strengthened to improve the level of professional commitment of nursing undergraduates.
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Affiliation(s)
- Jiyin Zhang
- The First Affiliated Hospital of Soochow University, Suzhou 215006, China; School of Nursing, Soochow University, Suzhou 215006, China.
| | - Xinran Ren
- The First Affiliated Hospital of Soochow University, Suzhou 215006, China
| | - Fengxia Lai
- The First Affiliated Hospital of Soochow University, Suzhou 215006, China.
| | - Jing Chen
- The First Affiliated Hospital of Soochow University, Suzhou 215006, China.
| | - Shengnan Shan
- The First Affiliated Hospital of Soochow University, Suzhou 215006, China.
| | - Li Tian
- The First Affiliated Hospital of Soochow University, Suzhou 215006, China; School of Nursing, Soochow University, Suzhou 215006, China.
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Li C, Ye X, Yu C, Wu H. The effect of an information intervention on the career commitment of medical students: evidence from a randomized experiment. Front Med (Lausanne) 2023; 10:1101993. [PMID: 37283628 PMCID: PMC10239797 DOI: 10.3389/fmed.2023.1101993] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/18/2022] [Accepted: 04/26/2023] [Indexed: 06/08/2023] Open
Abstract
Introduction The needs-based shortage of healthcare workers is severe worldwide and it would be exacerbated if many medical students switch to other careers after graduation. Maintaining and improving the career commitment of medical students, which could be a feasible, effective, and scalable way to reduce the attrition rate, is essential in medical education. We designed a randomized experiment to test whether an information intervention based on role modeling could enhance medical students' career commitment. Methods In the randomized experiment, the sample (N = 36,482) was divided into the treatment group (N = 18,070) and the control group (N = 18,412). The intervention information consisted of image-text messages on Zhong Nanshan, who is an inspiring role model for he went to the frontline of COVID-19 in the most critical circumstances and received praise and affirmation from the public. Α difference-in-differences model was employed to identify the effect of the information intervention. Heterogeneous treatment effects were identified using sub-sample analyses. Results The results showed that the information intervention statistically significantly reduced medical students' dropout intention by 2.7 percentage points (95% CI: -0.037 to -0.016, t = -4.95, p < 0.001), equivalent to 14.6% of the control group mean. This estimate indicates that the information intervention could significantly increase the career commitment of medical students. Finally, male and senior students were influenced more than their female and junior counterparts, which can be explained by their relatively high dropout intention. Conclusion Role model-based information intervention improves the career commitment of medical students. The underlying behavioral model is that, when students use a role model as their reference point, they consider dropout as a substantial welfare loss. Role modeling is an effective way to improve the career commitment of medical students, especially for males and senior students.
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Affiliation(s)
- Chunqing Li
- Institute of Medical Education/National Center for Health Professions Education Development, Peking University, Beijing, China
| | - Xiaoyang Ye
- Annenberg Institute for School Reform, Brown University, Providence, RI, United States
| | - Chen Yu
- Institute of Medical Education/National Center for Health Professions Education Development, Peking University, Beijing, China
| | - Hongbin Wu
- Institute of Medical Education/National Center for Health Professions Education Development, Peking University, Beijing, China
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Li J, Huang C, Yang Y, Liu J, Lin X, Pan J. How nursing students' risk perception affected their professional commitment during the COVID-19 pandemic: the mediating effects of negative emotions and moderating effects of psychological capital. HUMANITIES & SOCIAL SCIENCES COMMUNICATIONS 2023; 10:195. [PMID: 37192948 PMCID: PMC10156579 DOI: 10.1057/s41599-023-01719-6] [Citation(s) in RCA: 6] [Impact Index Per Article: 6.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 12/04/2022] [Accepted: 04/24/2023] [Indexed: 05/18/2023]
Abstract
Nurses play a pivotal role in the delivery of medical services. Professional commitment is crucial for nursing professionals' long-term, healthy, and sustainable development. However, nursing students' professional commitment levels are currently unsatisfactory in China, especially given that the COVID-19 pandemic has posed unprecedented challenges to the profession. Therefore, studies investigating the professional commitment levels of nursing students and the underlying influencing factors are urgently required. This study explored how nursing students' risk perceptions, negative emotions, and psychological capital affected their professional commitment during the COVID-19 pandemic. A cross-sectional study was conducted among nursing students using risk perception, professional commitment, negative emotions, and psychological capital scales. An analysis of 1142 Chinese nursing students suggested that nursing students' risk perception positively impacted professional commitment and that negative emotions mediated this association. Importantly, psychological capital moderates the mediating effect of negative emotions and can buffer the negative emotions caused by risk perception. This study demonstrated that effective intervention strategies should be implemented in multiple dimensions such as education, individual, public and society to improve the professional commitment of nursing students.
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Affiliation(s)
- Junlong Li
- HEOA Group, West China School of Public Health and West China Fourth Hospital, Sichuan University, Chengdu, Sichuan China
- Sichuan Vocational College of Health and Rehabilitation, Zigong, Sichuan China
| | - Changping Huang
- Sichuan Vocational College of Health and Rehabilitation, Zigong, Sichuan China
| | - Yili Yang
- HEOA Group, West China School of Public Health and West China Fourth Hospital, Sichuan University, Chengdu, Sichuan China
| | - Jie Liu
- Sichuan Vocational College of Health and Rehabilitation, Zigong, Sichuan China
| | - Xiaojun Lin
- HEOA Group, West China School of Public Health and West China Fourth Hospital, Sichuan University, Chengdu, Sichuan China
| | - Jay Pan
- HEOA Group, West China School of Public Health and West China Fourth Hospital, Sichuan University, Chengdu, Sichuan China
- School of Public Administration, Sichuan University, Chengdu, Sichuan China
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Yan XQ, Zhou YY, Zhang K, Cui GY. Perceived Teacher Enthusiasm and Professional Commitment: The Mediating Role of Boredom and Learning Engagement. Psychol Res Behav Manag 2023; 16:1149-1163. [PMID: 37069921 PMCID: PMC10105573 DOI: 10.2147/prbm.s400137] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/01/2023] [Accepted: 03/27/2023] [Indexed: 04/19/2023] Open
Abstract
Introduction Some students in current society do not pursue careers related to their majors after graduation, which may be the result of low professional commitment of college students, and the teaching enthusiasm of college teachers presented in the classroom may influence students' professional commitment. This study considered the effect of teacher enthusiasm on students' emotional state of boredom during class and its effect on students' engagement in learning. This correlational study aims to explore the relationship between perceived teacher enthusiasm and professional commitment as mediated by class-related boredom and learning engagement. Methods This study is a correlational design and adopts regression analysis. The respondents were college students (n=358; 68% female, 22% male) of different grades and majors from universities in Wenzhou, China. Questionnaires about perceived teacher enthusiasm, professional commitment, class-related boredom and learning engagement were adopted to measure the study variables. Results The results reveal that although there is no significant direct influence between perceived teacher enthusiasm and professional commitment, perceived teacher enthusiasm affects students' professional commitment through students' class-related boredom and learning engagement, and there is an indirect and statistically significant correlation between them. Conclusion This study provides insight into the facilitative effect of teachers' increased enthusiasm on students' professional commitment and how this facilitative effect is triggered through the mediating role of class related boredom and learning engagement. Future research should explore the theoretical and teaching significance and how to guide and enhance students' professional commitment.
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Affiliation(s)
- Xiao-qiu Yan
- Department of Students’ Affairs, School of Education, Wenzhou University, Wenzhou, People’s Republic of China
| | - Ying-yin Zhou
- Department of Psychology, School of Education, Wenzhou University, Wenzhou, People’s Republic of China
- Research Center for Psychology and Behavior, Wenzhou University, Wenzhou, People’s Republic of China
| | - Ke Zhang
- Department of Education, School of Education, Wenzhou University, Wenzhou, People’s Republic of China
| | - Guan-yu Cui
- Department of Psychology, School of Education, Wenzhou University, Wenzhou, People’s Republic of China
- Research Center for Psychology and Behavior, Wenzhou University, Wenzhou, People’s Republic of China
- Faculty of Psychology, Beijing Normal University, Beijing, People’s Republic of China
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Ying W, Mingxuan L, Qian Z, Shuxian Z, Yufang G, Kefang W. The mediating role of professional commitment between the clinical learning environment and learning engagement of nursing students in clinical practice: A cross-sectional study. NURSE EDUCATION TODAY 2023; 121:105677. [PMID: 36473329 DOI: 10.1016/j.nedt.2022.105677] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 08/17/2022] [Revised: 10/27/2022] [Accepted: 11/27/2022] [Indexed: 06/17/2023]
Abstract
BACKGROUND Previous studies have shown that learning engagement can significantly predict nursing students' academic achievement. Nursing educators put considerable effort into assessing and promoting students' engagement in school. However, nursing students' learning engagement in clinical practice has seldom been explored. OBJECTIVES To investigate nursing students' learning engagement and influencing factors in clinical practice and examine the effects of the clinical learning environment and professional commitment on learning engagement, specifically to verify the mediation effect of professional commitment. DESIGN A cross-sectional study. SETTINGS The participants were from five hospitals in Jining, Shandong, China. PARTICIPANTS A total of 318 nursing students who were at the end of clinical practice training (>8 months) were included in this study. METHODS The Utrecht Work Engagement Scale for Students, the Clinical Learning Environment for Nursing Scale, and the Professional Commitment Scale were used for data collection. Regression and mediating analyses were used to explore the influencing factors of clinical learning engagement and the potential mediating role of professional commitment. RESULTS The participants experienced moderate levels of engagement in clinical learning. The clinical learning environment indirectly affected nursing students' learning engagement in clinical practice through professional commitment. Night shifts and educational background also contributed to learning engagement. CONCLUSIONS The findings provide new perspectives on promoting nursing students' clinical learning engagement. Professional commitment might be an important mediating variable in nursing education. There is a need to take steps to improve professional commitment of nursing students.
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Affiliation(s)
- Wang Ying
- School of Nursing and Rehabilitation, Cheeloo College of Medicine, Shandong University, 44 Wenhua Xi Road, Jinan 250012, China
| | - Li Mingxuan
- Department of Reproductive Medicine, Affiliated Hospital of Jining Medical University, 89 Guhuai Road, Jining 272029, China
| | - Zhang Qian
- Department of Intensive Care Unit, Shandong Provincial Third Hospital, 11 Wuyingshan Middle Road, Jinan 250031, China
| | - Zhang Shuxian
- Department of Intensive Care Unit, Shandong Provincial Third Hospital, 11 Wuyingshan Middle Road, Jinan 250031, China
| | - Guo Yufang
- School of Nursing and Rehabilitation, Cheeloo College of Medicine, Shandong University, 44 Wenhua Xi Road, Jinan 250012, China.
| | - Wang Kefang
- School of Nursing and Rehabilitation, Cheeloo College of Medicine, Shandong University, 44 Wenhua Xi Road, Jinan 250012, China.
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Hua W, Fang Q, Lin W, Liu Z, Lu W, Zhu D, Wu Y. The level and influencing factors of graduating nursing students' professional commitment from the perspective of Ecological Systems Theory: A cross-sectional study. NURSE EDUCATION TODAY 2022; 119:105567. [PMID: 36152589 PMCID: PMC9482089 DOI: 10.1016/j.nedt.2022.105567] [Citation(s) in RCA: 7] [Impact Index Per Article: 3.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 05/09/2022] [Revised: 08/19/2022] [Accepted: 09/14/2022] [Indexed: 05/29/2023]
Abstract
BACKGROUND Increased professional commitment is essential for relieving the nursing workforce shortage, which is exacerbated by the COVID-19 pandemic. The professional commitment of graduating nursing students is a powerful predictor of their work commitment. However, limited information is available regarding graduating nursing students' professional commitment. Existing studies investigating nursing students' professional commitment are limited by their lack of theoretical foundation. OBJECTIVES To investigate the level of graduating nursing students' professional commitment and its multilevel influencing factors from the perspective of the Ecological Systems Theory in the early days following the COVID-19 outbreak. DESIGN A descriptive cross-sectional study. SETTING Three educational institutions in Shanghai, China. PARTICIPANTS 513 nursing students who were graduating with an associate or bachelor's degree. METHODS The independent variables were measured by a self-designed questionnaire. The dependent variable professional commitment was measured by the Nursing Professional Commitment Scale. Hierarchical regression analyses, which allowed the independent variables entered in order, were performed to identify the significant predictor variables of the professional commitment and its dimensions. RESULTS The level of professional commitment was 100.15 ± 20.35 (score ranged between 34 and 136). The individual factors (degree, whether had received a scholarship during the past academic years, ΔR2 = 0.142), family factors (parents and siblings' attitudes towards one's majoring in nursing, ΔR2 = 0.153), educational factors (academic faculty's belief in nursing profession, leaders' emphasis on nursing profession, satisfaction with clinical instructors' role modeling, ΔR2 = 0.097), and social factors (reason for majoring in nursing, perceived nurse-patient relationship, ΔR2 = 0.153) were significant predictors of the graduating nursing students' professional commitment (R2 = 47.6 %, F = 32.277, p < 0.001). CONCLUSIONS The graduating nursing students had a moderate level of professional commitment, which needed to be improved. Nursing educators should comprehensively consider various factors to understand the relationship between individuals and environmental systems, and implement targeted interventions to shape the positive professional values of nursing students.
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Affiliation(s)
- Wenzhe Hua
- Shanghai Jiao Tong University, School of Nursing, 227 South Chongqing Road, Shanghai 200025, PR China
| | - Qiong Fang
- Shanghai Jiao Tong University, School of Nursing, 227 South Chongqing Road, Shanghai 200025, PR China
| | - Weidong Lin
- Shanghai Jiao Tong University, School of Nursing, 227 South Chongqing Road, Shanghai 200025, PR China
| | - Zhejun Liu
- Fudan University School of Nursing, 305 Fenglin Road, Shanghai 200032, PR China
| | - Weibo Lu
- School of Nursing, Shanghai University of Traditional Chinese Medicine, 1200 Cailun Road, Shanghai 201203, PR China
| | - Daqiao Zhu
- Shanghai Jiao Tong University, School of Nursing, 227 South Chongqing Road, Shanghai 200025, PR China
| | - Yinghui Wu
- Shanghai Jiao Tong University, School of Nursing, 227 South Chongqing Road, Shanghai 200025, PR China.
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