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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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Shida Q. Mediating effects of achievement goal orientation on the relationship between growth mindset and learning engagement in medical students: A cross-sectional descriptive study. Medicine (Baltimore) 2024; 103:e38158. [PMID: 38788024 PMCID: PMC11124630 DOI: 10.1097/md.0000000000038158] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 03/22/2024] [Accepted: 04/17/2024] [Indexed: 05/26/2024] Open
Abstract
Learning engagement is an important factor to improve the quality of medical education. Exploring the level of medical students' learning engagement and its internal mechanism is of practical significance to improve their academic achievement. The aims of this study were to investigate the relationship between achievement goal orientation, growth mindset and learning engagement of medical students, and explore the mediating effect of achievement goal orientation on growth mindset and learning engagement. A correlational cross-sectional study was performed using an online questionnaire. The study was conducted from February to March 2024 among 279 medical college students. General information questionnaire, the Mindsets Scale, Achievement Goal Orientation Scale and Learning Engagement Scale were used for investigation. Calculations were performed using Statistical Packages for Social Sciences 27.0 and Mplus 7.0. Descriptive statistics, correlation, and mediation effect analyses were used to analyze the data. A total of 279 valid questionnaires were finally recovered. The learning engagement score of medical students was (56.17 ± 13.01), growth mindset score was (11.26 ± 3.37). The approach goal orientation played a partial mediating role between growth mindset and learning engagement in medical college students. Growth mindset can influence learning engagement through achievement goal orientation. Medical college educators should pay attention to the cultivation of students' growth mindset and enhance their learning engagement. The verification of the mediating effect of approach goal provides data support for formulating relevant intervention measures.
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Affiliation(s)
- Qin Shida
- Department of Industrial, Harbin Medical University, Heilongjiang, China
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Jilong C, Yueying T, Huizheng C, Yong M, Genqiang L. The impact of perceived work dirtiness on nursing students' professional commitment: the mediating role of career adaptability and the moderating role of social support - a cross sectional study. BMC Nurs 2024; 23:304. [PMID: 38698371 PMCID: PMC11067072 DOI: 10.1186/s12912-024-01963-4] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/21/2024] [Accepted: 04/22/2024] [Indexed: 05/05/2024] Open
Abstract
BACKGROUND Social consensus in the nursing industry is that the job is accompanied by dirtiness. It is generally accepted that negative cognition about a career is an important determinant in reducing nursing students' professional commitment. However, the impact of nursing students' perceived work dirtiness on professional commitment and its mechanism remains unclear. This study aimed to analyze the association between perceived work dirtiness and professional commitment and to examine the mediating role of career adaptability and the moderating role of social support among nursing students in mainland China. METHODS A cross-sectional online study was conducted among 341 nursing students from three medical universities in Henan, China. The participants' perceived work dirtiness, career adaptability, professional commitment, and social support were obtained. SPSS 26.0 and Amos 23.0 software were used for the statistical analysis. RESULTS Perceived work dirtiness was negatively related to career adaptability and professional commitment (P < 0.001). Career adaptability played a partial mediating role (β= -0.177, P < 0.001) in the relationship between perceived work dirtiness and professional commitment. Social support played a moderating role (β = 0.134, P < 0.01) in the relationship between perceived work dirtiness and career adaptability. Moreover, social support moderates the mediating role of career adaptability. CONCLUSIONS Nursing students' perceived work dirtiness is an important factor in reducing professional commitment. Therefore, nursing educators must enhance courses focusing on professional qualities, providing avenues for nursing students to access social support. This proactive approach aims to mitigate the adverse impact of perceived work dirtiness on professional commitment among nursing students.
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Affiliation(s)
- Chen Jilong
- School of Health Management, Xinxiang Medical University, Xinxiang, 453003, China
| | - Tao Yueying
- School of Health Management, Xinxiang Medical University, Xinxiang, 453003, China
| | - Chen Huizheng
- School of Health Management, Xinxiang Medical University, Xinxiang, 453003, China
| | - Meng Yong
- The Second Affiliated Hospital of Xinxiang Medical University, Xinxiang, 453002, China
| | - Li Genqiang
- School of Health Management, Xinxiang Medical University, Xinxiang, 453003, China.
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Li J, Li X. Professional values education for undergraduate nursing students: developing a framework based on the professional values growth theory. BMC Nurs 2024; 23:226. [PMID: 38566069 PMCID: PMC10986104 DOI: 10.1186/s12912-024-01743-0] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/04/2023] [Accepted: 01/18/2024] [Indexed: 04/04/2024] Open
Abstract
BACKGROUND Education has been recognised as necessary in forming and internalising professional values. The system and instructors' content in existing educational institutions focus on developing students' knowledge, skills and practices. Still, the development of values has yet to achieve significant effects, leading to a crisis in students' professional identity. AIMS To construct a professional values growth theory for undergraduate nursing students and develop a corresponding education framework. METHODS Through the review, some databases(PubMed、CINAHL、Web of Science、Wiley and Google Scholars)were searched using a systematic search strategy to collect relevant literature on professional values education. Based on the nursing professional values growth theory (Li and Li, Nursing Ethics In press, 2022), a theory of professional values growth of nursing undergraduates was developed using the method of theory derivation. Two rounds of expert meetings were conducted to review and revise an education framework of professional values of nursing undergraduates derived from that theory. FINDINGS A total of 10 studies were included. The contents of two themes were analysed: theories and models and the current status of the professional values development of nursing students. The resulting professional values growth theory for undergraduate nursing students consists of five parts: key aspects, decisive opportunities, drivers, embodiment (humanistic sentiments, moral emotions), and outcomes. A total of five experts in the relevant fields were invited to this study. After two rounds of expert meetings, an education framework for undergraduate nursing students was finally developed, which consists of four parts: education objectives, education process and content, environment and conditions, and evaluation. CONCLUSION The education framework developed in this study has practical implications for the development of professional values of undergraduate nursing students, providing educational strategies and methods for the growth and internalisation of professional values of undergraduate nursing students.
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Affiliation(s)
- Jialin Li
- School of Nursing, China Medical University, Shenyang, China
| | - Xiaohan Li
- School of Nursing, China Medical University, Shenyang, China.
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Rodríguez-González R, Martínez-Santos AE, De La Fuente NV, López-Pérez ME, Fernandez-De-La-Iglesia JDC. Identifying engagement and associated factors in nursing students: An exploratory study. J Prof Nurs 2023; 48:77-83. [PMID: 37775245 DOI: 10.1016/j.profnurs.2023.06.003] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/09/2022] [Revised: 06/09/2023] [Accepted: 06/13/2023] [Indexed: 10/01/2023]
Abstract
BACKGROUND Burnout and engagement in health students surpass work life. Although levels of burnout in Nursing students are high, academic engagement is an understudied topic in Nursing, which has shown benefits. The aims were to know the level of engagement of Nursing students and to identify factors that prompt higher levels of engagement. METHODS An exploratory study was conducted during 2019 in three Universities in Spain. The UWES-S-17 questionnaire was used. RESULTS The sample consisted of 808 Nursing students. An average level of engagement was found. Engagement differed significantly by gender and age, with females and older students showing greater attitudes. Participants in the second year showed lower scores in the willingness to dedicate effort and persistence than those in the first and third year (p < 0.05). CONCLUSIONS The identification of the level of engagement and factors involved are an opportunity to probe into this approach by reinforcing positive attitudes in Nursing students. These findings show the need to seek strategies through specific educational interventions and policies. Engagement should be upheld throughout the degree and once they enter the job market to ensure the well-being during academic and future work life, a high-quality nursing care and patient safety.
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Affiliation(s)
- Raquel Rodríguez-González
- Department of Psychiatry, Radiology, Public Health, Nursing and Medicine, Faculty of Nursing, University of Santiago de Compostela, Santiago de Compostela, Spain
| | - Alba-Elena Martínez-Santos
- Department of Psychiatry, Radiology, Public Health, Nursing and Medicine, Faculty of Nursing, University of Santiago de Compostela, Santiago de Compostela, Spain; DIPO Research Group, Galicia Sur Health Research Institute (IIS Galicia Sur), SERGAS-UVIGO, Spain; Dermatology Department, Complexo Hospitalario Universitario de Pontevedra, Pontevedra, Spain
| | - Noelia Vicho De La Fuente
- Department of Psychiatry, Radiology, Public Health, Nursing and Medicine, Faculty of Nursing, University of Santiago de Compostela, Santiago de Compostela, Spain; Nursing Department, Galician Health Service, Galicia, Spain
| | - María-Elena López-Pérez
- Department of Psychiatry, Radiology, Public Health, Nursing and Medicine, Faculty of Nursing, University of Santiago de Compostela, Santiago de Compostela, Spain
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Su X, Yang Y, Ren Y, Li J, Wang Q. Mental Distress and Professional Commitment among Chinese Medical Postgraduate Students: A Moderated Mediation of Psychological Capital and the Supervisor-Postgraduate Relationship. PSYCHOL HEALTH MED 2023; 28:2579-2595. [PMID: 37332157 DOI: 10.1080/13548506.2023.2224581] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 04/10/2022] [Accepted: 06/07/2023] [Indexed: 06/20/2023]
Abstract
This study determined the relationship between mental distress and professional commitment among medical postgraduate students, and the roles of psychological capital as a mediator and the supervisor-postgraduate relationship as a moderator. This cross-sectional study recruited 836 medical postgraduate students from eight medical universities and the medical college of comprehensive universities in Guangdong Province, China. Participants were assessed through questionnaires, which covered demographic items, the supervisor-postgraduate relationship scale, the psychological capital questionnaire, the symptom checklist - 90 (SCL -90), and the professional commitment scale. We used descriptive statistics to describe demographics and mental distress and professional commitment scores. Pearson's analysis was used to identify correlations between the variables and the SPSS PROCESS macro was performed to confirm mediating and moderating effects of psychological capital and the supervisor-postgraduate relationship. Mental distress was negatively related with professional commitment (r = -0.262, p < 0.01) and psychological capital (r = -0.442, p < 0.01). Psychological capital was positively associated with professional commitment (r = 0.486, p < 0.01). The confidence interval (CI) suggested that psychological capital mediated the relationship between mental distress and professional commitment (95% CI, -0.198 to - 0.143), and the supervisor-postgraduate relationship had a moderate role between psychological capital and professional commitment (95% CI, 0.069 to -0.212). Hence, educators may refer to these findings to improve professional commitment level among medical postgraduate students.
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Affiliation(s)
- Xi Su
- School of Nursing, Guangzhou Medical University, Guangdong, China
| | - Yao Yang
- School of Nursing, Guangzhou Medical University, Guangdong, China
| | - Yulan Ren
- School of Nursing, Guangzhou Medical University, Guangdong, China
| | - Jiamei Li
- School of Nursing, Guangzhou Medical University, Guangdong, China
| | - Qiao Wang
- Department of Gastrointestinal Surgery, TCM-Integrated Hospital of Southern Medical University, Guangdong, China
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Huang L, Li X, Meng Y, Lei M, Niu Y, Wang S, Li R. The mediating effects of self-directed learning ability and critical thinking ability on the relationship between learning engagement and problem-solving ability among nursing students in Southern China: a cross-sectional study. BMC Nurs 2023; 22:212. [PMID: 37337191 DOI: 10.1186/s12912-023-01280-2] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/08/2022] [Accepted: 03/29/2023] [Indexed: 06/21/2023] Open
Abstract
BACKGROUND Problem-solving ability has been identified as a core competence that nursing students should develop, and it plays a vital role in career development. Therefore, it is necessary to investigate factors related to problem-solving ability and the path relationships among those factors in the context of nursing students. OBJECTIVE This study aims to identify the factors that affect problem-solving ability, and to investigate path relationships of self-directed learning ability, critical thinking ability, learning engagement, and problem-solving ability among nursing students. DESIGN A cross-sectional study. SETTINGS The Department of Nursing at a university located in Shanghai, China. SAMPLE A total of 540 nursing students with a three-year education program were enrolled in the current study. METHODS Data were collected by using a structured questionnaire, including general information, learning engagement, self-directed learning ability, critical thinking ability, and problem-solving ability of nursing students. Pearson's correlations were used to explore the relationships between learning engagement, self-directed learning ability, critical thinking ability, and problem-solving ability. The path relationships were analyzed by constructing a structural equation model using AMOS software. RESULTS Our results showed that learning engagement, self-directed learning ability, and critical thinking ability were positively associated with problem-solving ability. Furthermore, learning engagement did not influence problem-solving ability directly, but it affected problem-solving ability indirectly via self-directed learning ability and critical thinking ability among nursing students. Additionally, the total effects of self-directed learning (0.442) and critical thinking ability (0.581) were more prominent than learning engagement (0.361) on problem-solving ability. CONCLUSIONS To improve the problem-solving ability of nursing students, nursing educators should develop targeted strategies to enhance learning engagement, self-directed learning ability, and critical thinking ability.
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Affiliation(s)
- Lingling Huang
- School of Nursing, Lida University, Shanghai, 201609, China
| | - Xuanhua Li
- School of Nursing, Lida University, Shanghai, 201609, China
| | - Ya Meng
- Department of Nursing, School of Medical, Huanghe Science and Technology College, Zhengzhou, 450000, China
- Department of Nursing, School of Nursing, Philippine Women's University, Manila, Philippines
| | - Ming Lei
- School of Nursing, Lida University, Shanghai, 201609, China
| | - Yanru Niu
- School of Nursing, Lida University, Shanghai, 201609, China
| | | | - Rong Li
- School of Nursing, Lida University, Shanghai, 201609, 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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