Association between proactive personality and professional identity of nursing undergraduates: The mediating role of resilience and irrational belief

The association between proactive personality and interprofessional learning readiness in nursing students: The chain medication effects of perceived social support and professional identity

BACKGROUND

Interprofessional education (IPE) has been advocated for all healthcare students, and readiness for interprofessional learning significantly influences its effectiveness. It is essential to explore the antecedent factors of readiness for interprofessional learning among nursing students to promote IPE. While a proactive personality might impact readiness for interprofessional learning, its specific role has remained unspecified.

OBJECTIVE

To examine the mediation effects of perceived social support and professional identity on the association between proactive personality and readiness for interprofessional learning among nursing students.

DESIGN

The study utilised a cross-sectional design.

SETTINGS

Research was conducted at two universities and two vocational schools in Hainan Province, China.

PARTICIPANTS

On-campus nursing students were invited to participate between March and May 2023.

METHODS

A flyer was distributed to the participants with a QR code to scan to voluntarily complete the online survey, including the Readiness for Interprofessional Learning Scale (RIPLS), Proactive Personality Scale, Perceived Social Support Scale and Professional Identity Status Questionnaire Scale 5d. Descriptive analysis, Pearson associations and mediation analysis were conducted using SPSS software version 26.0 and PROCESS version 4.2 for SPSS.

RESULTS

The participants' average RIPLS score was 66.93 ± 9.28. Proactive personality (r = 0.633, p < 0.01), perceived social support (r = 0.605, p < 0.01) and professional identity (r = 0.549, p < 0.01) were all positively related to readiness for interprofessional learning. Meanwhile, the relationship between proactive personality and readiness for interprofessional learning was partly mediated by perceived social support (25.15 %), professional identity (13.35 %) and the chain effects (9.48 %) of perceived social support and professional identity.

CONCLUSIONS

The nursing students in Hainan, China demonstrated a medium level of readiness for interprofessional learning. Compound strategies that foster proactive personality, provide social support and boost positive professional identity are warranted to improve nursing students' readiness for interprofessional learning.

Adaptive leadership and safety citizenship behaviors in Pakistan: the roles of readiness to change, psychosocial safety climate, and proactive personality

Challenging times have put organizations in a perilous and chaotic state that demands immediate resolution and calls for effective leadership to help navigate out of the crisis. In this context, we focused on psychosocial safety climate theory to investigate the influence of adaptive leadership on safety citizenship behaviors by looking at the mediating effect of readiness to change and the moderating impact of psychosocial safety climate and proactive personality, particularly in the Pakistani healthcare sector. To test the hypotheses, the data were collected from 397 employees working in the healthcare sector of Pakistan at two different times. The results of this study supported the model. The moderated path analysis revealed that psychosocial safety climate strengthens the direct effect of adaptive leadership on readiness to change, whereas the moderating impact of a proactive personality also strengthens the relationship between readiness to change and safety citizenship behaviors. Similarly, both moderators significantly moderated the indirect impact of adaptive leadership on safety citizenship behaviors via readiness to change. To conclude, the present study has significant implications for organizations and practitioners in both steady and uncertain environments.