Mediating role of career self-efficacy between clinical learning environment and professional identity in nursing students

Career Growth as a Mediator Between Scope of Practice, Importance of Practice and Emergency Nursing Competency Among School Nurses

BACKGROUND

School nurses are sometimes the sole healthcare professionals in schools, highlighting their significant role in delivering emergency care and the vital necessity of their competence in emergency nursing care. The scope of practice and ongoing professional development are hypothesized to play significant roles in enhancing these competencies.

AIM

Investigate the direct and indirect effects of the scope of current practice and the importance of training on the emergency nursing care competency of school nurses, with career growth serving as a potential mediator.

METHODS

A multi-center cross-sectional study was conducted with a convenient sample of 219 school nurses. Data were collected using the career growth of nurses' scale, the emergency nursing care competency scale for school nurses and the scope of school nursing practice tool. Mediation analysis was used to explore the direct and indirect effects of studied variables.

RESULTS

Mediation analysis indicated that the scope of current practice had a significant direct effect on career growth (β = 0.179) and emergency nursing care competency (β = 0.389). The importance of practice also had significant direct effects on career growth (β = 0.164) and emergency nursing care competency (β = 0.220). Additionally, career growth significantly mediated the relationship between both the scope of current practice (β = 0.110) and the importance of practice (β = 0.120) with emergency nursing care competency.

CONCLUSIONS

The findings emphasis the critical role of career growth as a mediator between the scope and importance of practice and emergency nursing care competency among school nurses. Expanding the scope of practice and emphasising the importance of professional activities can enhance career growth and improve emergency nursing care competencies.

IMPLICATIONS

Nurses scope of practice and clear career advancement through mentorship, advanced certifications, further education and enforcing policies mandating regular emergency care is crucial. Establishing a regulatory framework to define and expand the scope of practice for school nurses is also important.

PATIENT OR PUBLIC CONTRIBUTION

No patient or public contribution.

Growth mindset mediates the effect of core self-evaluation on professional self-efficacy for nursing interns: A cross-sectional study

BACKGROUND

Professional self-efficacy is a key factor in nurses' career development and is associated with individual mindset and self-perception. However, research on the potential influence mechanism of professional self-efficacy in clinical nursing interns from the perspective of individual mindset and self-perception in China, or internationally, is limited.

OBJECTIVES

This study aimed to explore the relationship between core self-evaluation, growth mindset, and professional self-efficacy among nursing interns, and the mediating effect of growth mindset on the relationship between core self-evaluation and professional self-efficacy.

DESIGN

A cross-sectional survey design was used.

SETTINGS AND PARTICIPANTS

Considering the ready accessibility for collecting samples and meeting with the purpose of this study, this study was conducted using a convenience sample of 266 clinical nursing interns from three general hospitals in Hangzhou, China, from March to July 2023.

METHODS

Convenience sampling was used to recruit 266 nursing students [236 female, 30 male] from three comprehensive tertiary hospitals in the provincial capital city of Zhejiang, China. The data were collected using the Core Self-Evaluation Scale, Growth Mindset Scale, and Professional Self-Efficacy Questionnaire from March to July 2023. Data were analyzed using IBM SPSS Statistics (version 26.0; IBM, Armonk, NY, USA). Descriptive analyses of the demographic characteristics, correlation analyses and multivariate linear regressions of the three variables were performed. The PROCESS macro for SPSS (Model 4) was used to examine the relationship between core self-evaluation, professional self-efficacy, and the mediating effect of growth mindset.

RESULTS

The average professional self-efficacy score was (87.95 ± 17.84). Core self-evaluation and a growth mindset were found to have a statistically significant relationship to professional self-efficacy. Growth mindset mediated the relationship between core self-evaluation and professional self-efficacy (β = 0.491, P < 0.001). The results of the nonparametric bootstrapping method confirmed the significance of the indirect effect of core self-evaluation through growth mindset (95 % bootstrap CI = 0.093, 0.241). The indirect effect of growth mindset accounted for 32.6 % of the total variance in professional self-efficacy.

CONCLUSION

The professional self-efficacy of Chinese nursing interns was at a low to medium level and demand extensive attention. On the one hand, clinical nursing managers and teachers should focus on cultivating the core self-evaluation of nursing interns to improve their professional self-efficacy. On the other hand, growth mindset offers a mediating variable between the core self-evaluation and professional self-efficacy of nursing interns. Therefore, it is recommended that growth mindset be developed by incorporating growth mindset training into the curriculum and using school and clinical co-education to enhance students' professional self-efficacy.

Transforming outcome expectations into retention among hospital nurses: A cross-sectional study

AIM

To examine the main effects and interaction effects of outcome expectations (e.g., anticipated satisfactory salary and benefits), nurse identity (a sense of membership in the nursing profession), and information-access efficiency of the electronic medical record system (how the system enables nurses to quickly retrieve the needed information) on nurses' retention.

DESIGN

This study uses a cross-sectional survey and adopts proportionate random sampling to recruit a representative sample of nurses of a medical centre in Taiwan.

METHODS

This study successfully obtained completed questionnaires from 430 nurses during December 2021 to January 2022. Data are analysed by using hierarchical regressions.

RESULTS

Positive outcome expectations and identification as a member in the nursing profession are associated with retention. Information-access efficiency strengthens the link between outcome expectations and retention, while nurse identity weakens this link.

CONCLUSION

Outcome expectations can help retain nurses, particularly those who perceive high levels of information-access efficiency and possess weak nurse identity. That is, outcome expectations have a complementary role with nurse identity in retaining nurses.

IMPLICATIONS FOR THE PROFESSION

Nurse managers should devise means to build positive outcome expectations for nurses. In addition, either strengthening nurses' identification with the nursing profession or improving the information-access efficiency of the electronic medical system may also help retain nurses.

IMPACT

This study examined how to transform outcome expectation to nurse retention, offering nurse managers to devise new means to retain nurses.

REPORTING METHOD

STROBE statement was chosen as EQUATOR checklist.

PATIENT OR PUBLIC CONTRIBUTION

No patient or public contribution.

The relationship between reflective ability and professional identity: the mediating effect of self-directed learning and self-efficacy for junior clinical nurses

BACKGROUND

Nursing is crucial for delivering healthcare services; however, nursing shortages pose a significant global challenge, which the high turnover rate of junior nurses is expected to exacerbate. Enhancing nurses' professional identities is likely to be an effective strategy for reducing turnover rates.

METHODS

We recruited 865 junior clinical nurses from three tertiary hospitals in Henan Province, China. The participants completed a demographic questionnaire along with the Reflective Ability Scale for Clinical Nurses, the Nursing Profession Self-efficacy Scale, the Nursing Staff Self-learning Ability Evaluation Scale, and the Professional Identity Scale for Nurses. The relationships between reflective ability, self-directed learning, self-efficacy, and professional identity were evaluated using SPSS26.0, with PROCESS version 3.5 used to construct a chain-mediation model.

RESULTS

Positive correlations were found between reflective ability, self-directed learning, self-efficacy, and professional identity. Chain mediation model analysis showed that reflective ability, self-directed learning, and self-efficacy directly and positively affected professional identity (β = 0.22, β = 0.30, β = 0.66, all p < 0.001). Self-directed learning and self-efficacy exerted a significant chain mediating effect between reflective ability and professional identity (95% confidence interval [CI]: 0.06-0.13). The total effect of reflective ability on the professional identity of clinical nurses was 0.51 (p < 0.001, 95%CI: 0.42-0.59), the direct effect was 0.22 (p < 0 0.001, 95%CI: 0.14-0.29), and the indirect effect was 0.29 (p < 0.001, 95%CI: 0.22-0.37).

CONCLUSION

Self-directed learning and self-efficacy partially mediated the relationship between reflective ability and professional identity. Multifaceted strategies targeted at enhancing reflective ability, self-directed learning, and self-efficacy are recommended to improve junior clinical nurses' professional identities.

The mediating effect of coping on perceived stress and professional identity among nursing interns: a cross-sectional study conducted in a medical university in China

BACKGROUND

Developing a strong professional identity is crucial to helping nursing students pursing nursing career. Stress and coping are two factors that may influence professional identity. The relationship between nursing interns' professional identity, coping, and perceived stress, however, has not received much attention in the literature. This study aimed to examine the role of coping as a mediator in the relationship between perceived stress and professional identity among nursing interns.

METHODS

In September 2020, a cross-sectional study was done at a Chinese medical university. Data were collected online from 213 nursing interns via convenience sampling using the personal characteristics questionnaire, the professional identity scale for nursing students, the stress rating scale for nursing students in practice and the simplified coping style questionnaire. Multiple regression analysis, and a bootstrap approach with SPSS Process macro were adopted to examine the mediating role of coping on perceived stress and professional identity.

RESULTS

The overall mean score for nursing interns' professional identity was 3.30 ± 0.51. Perceived stress was negatively correlated with professional identity (r = -0.217, p < 0.01), and positively correlated with positive coping style (r = 0.168, p < 0.05). Positive coping style was positively correlated with professional identity (r = 0.177, p < 0.01). Positive coping style acted as a mediator between perceived stress and professional identity among nursing interns.

CONCLUSION

This study showed that nursing interns had a medium level of professional identity and the negative influence of stress perceived by nursing interns on their professional identity might be buffered by the increased use of positive coping style. Therefore, coping training programs should be developed to help mitigate the negative impact of stress on the professional identity of nursing interns in clinical practicum.

The Mediating Role of Psychological Resilience in Chinese Nursing Students' Professional Identity and Learning Burnout

PURPOSE

This study investigated whether professional identity predicts learning burnout among Chinese nursing students, and whether resilience moderates this relationship.

METHODS

This cross-sectional study recruited 635 students from a nursing college at a medical university in Hefei, China. Data were collected using the professional identity questionnaire, learning burnout scale for college students, and 10-item Connor-Davidson Resilience Scale. Pearson's correlation analysis was used to investigate the relationships between variables. The mediation effect was evaluated using linear regression and the bootstrap method in SPSS.

RESULTS

Nursing students exhibited intermediate learning burnout levels (average scores: 54.95 ± 10.42). Professional identity was positively correlated with psychological resilience (r = .42, p < .001), whereas learning burnout was negatively correlated with professional identity (r = - .54, p < .001) and psychological resilience (r = - .57, p < .001). Psychological resilience mediated the relationship between professional identity and learning burntout to the tune of 32.8%.

CONCLUSION

Psychological resilience mediates the relationship between professional identity and learning burnout. Thus, nursing educators can mitigate student burnout by developing their students' professional identities and psychological resilience.

Becoming a Nurse: Professional Identity in Prelicensure Nursing Students

BACKGROUND

A correlation exists between professional identity (PI), hope, and job satisfaction that warrants interventional measures to reverse nurse turnover. Developing, nurturing, and improving nurses' PI can positively address nurse turnover.

PURPOSE

The purpose of this study was to examine the intersections between career motivation, PI formation, and belongingness in prelicensure nursing students.

METHODS

As part of a larger mixed-methods study, a quantitative survey was disseminated to students.

RESULTS

Findings suggest significant connections between the depth of perceived PI, motivation to enter the field, and future orientation(s) that are mediated through classroom instruction. PI was shaped by student relationships, confidence, and autonomy.

CONCLUSIONS

Findings underscore the importance of academic intentionality in incorporating PI early in nursing education. Prioritizing quality bedside experiences to develop meaningful relationships while simultaneously increasing confidence and autonomy to assist the nursing student in connecting with their PI is key.

Personal and Workplace Characteristics as Predictors of Intent-To-Stay Among Registered Nurses: An Exploratory Quantitative Multicentre Study

AIM

This study aims to describe and examine the factors associated with registered nurses' intent-to-stay and subsequently identify predictors of nurses' intent-to-stay.

DESIGN

A quantitative, cross-sectional correlational design was used.

METHODS

A convenience sample of 270 registered nurses completed the questionnaire and was included in this study. Descriptive statistics were used to present the sociodemographic characteristics and scores of outcome measures. Pearson's correlation coefficient and multiple linear regression with backward selection were conducted to examine how nurses' characteristics and workplace factors influence nurses' intent-to-stay.

RESULTS

The mean age of the participants was 29.2 years. The mean scores for the outcomes were intent-to-stay (mean = 2.96), resilience (mean = 3.34), occupational self-efficacy (mean = 4.34), sleep quality (mean = 9.73) and workplace environment scores (mean = 3.15). The correlation analysis showed that resilience, occupational self-efficacy, self-realisation and workload were positively correlated to intent-to-stay while sleep quality was negatively correlated to intent-to-stay. Multiple linear regression analysis found occupational self-efficacy, sleep quality, workload, nervousness, nurses' designation and specialisation status to be significant factors associated with intent-to-stay.

CONCLUSION

Intent-to-stay is a complex and multidimensional construct influenced by a variety of personal and workplace factors. Hospital administrators should endeavour to develop measures to improve occupational self-efficacy, workload, nervousness and push for specialisation training to bolster nurses' intent-to-stay.

IMPACT

Against an everchanging healthcare landscape following the COVID-19 pandemic, the findings of this study contribute to a deeper understanding of the factors of registered nurses' intent-to-stay. The findings of this study alluded to the importance of professional development and workload as factors that can influence registered nurses' intent-to-stay. Hospital administrators can prioritise workforce retention policies by introducing strategies such as opportunities for upskilling, flexible working hours and streamlining work processes to promote nurses' intent-to-stay.

PATIENT OR PUBLIC CONTRIBUTION

No patient or public contribution.

Changes in the Professional Identity and Self-Efficacy of Nursing Students Engaged in the Objective Structured Clinical Examination Using Simulation Learning

BACKGROUND

The Objective Structured Clinical Examination (OSCE) is widely adopted in nursing education to enhance clinical skills and professionalism. With OSCE, the learning process is important, and students who underwent OSCE felt more confident and better prepared for their next clinical training.

OBJECTIVES

This study aims to clarify how the self-efficacy and professional identity of nursing students change after learning through simulation education and OSCE. Clarification of these issues will allow an OSCE design utilizing simulation-based education as will be discussed.

METHODS

This study used a pre-post study design, and the participants were 74 nursing university students at one university in Japan who agreed to participate in the study. The total scores and subscale scores for professional identity and self-efficacy were compared before and after the OSCE using the Wilcoxon signed-rank test. Spearman's rank correlation coefficient was calculated to examine the relationship between professional identity and self-efficacy.

RESULTS

There were significant increases in self-efficacy scores (p<0.05) after OSCE, but there were no significant changes in the total scores of professional identities before and after the OSCE. Professional identity scores, such as choosing nursing again and desire to improve nursing skills, increased.

CONCLUSIONS

Simulation-based OSCE effectively enhances nursing students' self-efficacy and certain aspects of professional identity, indicating its potential for nursing education.

Mediating effect of moral sensitivity and professional identity between moral courage and compassion fatigue among nursing interns: a cross-sectional study

BACKGROUND

Compassion fatigue in nursing interns contributes to career indecision and worsens the nursing shortage. While work environment and psychological factors are well-studied, the ethical dimension remains unexplored. Understanding these mechanisms, particularly the role of moral courage, is essential for designing interventions to combat compassion fatigue and address the workforce crisis. This study investigates the influence of moral courage on compassion fatigue among Chinese nursing interns, focusing on the mediating roles of moral sensitivity and professional identity.

METHODS

A quantitative, cross-sectional study was conducted in accordance with the STROBE guidelines. We used the convenience sampling method to recruit 467 nursing interns from four public junior colleges in Hunan Province, China in February, 2024. Data were collected using Compassion Fatigue Short Scale, Moral Courage Scale, Revised Moral Sensitivity Questionnaire, and Professional Identity Scale. Data analyses were conducted using SPSS 22.0 and Amos 21.0.

RESULTS

The modified model exhibited a good fit (χ2/df = 3.437, AGFI = 0.928, IFI = 0.984, TLI = 0.976, CFI = 0.984, NFI = 0.977, RMSEA = 0.072). Moral sensitivity positively influenced both moral courage and professional identity, while professional identity negatively impacted compassion fatigue. Importantly, the effect of moral courage on compassion fatigue was entirely mediated by moral sensitivity and professional identity (β = -0.114, P = 0.001).

CONCLUSION

This study suggests that moral courage in nursing interns mitigates compassion fatigue through the combined mediating effects of moral sensitivity and professional identity. Ethics education programs fostering moral courage, moral sensitivity, and professional values in nursing students could be crucial in alleviating compassion fatigue.

Predictive factors of turnover intention of newly graduated nurses in their first year of employment: a longitudinal study

BACKGROUND

The turnover of newly graduated nurses is a severe challenge for healthcare systems, and so it is essential to identify its predictive factors. This study investigates whether professional commitment, career adaptability, career self-efficacy, anxiety, and depression levels before and after internship can predict the turnover intention of newly graduated nurses after one year of employment.

METHODS

In a longitudinal study, 271 undergraduate nursing students recruited by convenience sampling were surveyed before internship (T1), after internship (T2), and after one year of employment (T3), with all surveys conducted on the Wenjuanxing survey platform ( www.wjx.cn ). Generalized linear models and restricted cubic spline models were used to explore possible linear and nonlinear relationships between turnover intention and the variables of interest.

RESULTS

Professional commitment both pre-internship (β = -0.060, p = 0.007, 95% CI [- 0.104, - 0.016]) and post-internship (β = -0.053, p = 0.015, 95% CI [- 0.096, - 0.010]) can negatively predict turnover intention. There is also a negative linear relationship between post-internship career self-efficacy and turnover intention (β = -0.308, p < 0.001, 95% CI [- 0.436, - 0.180]). In addition, professional commitment both pre-internship (adjusted R2 = 0.046, p = 0.004) and post-internship (adjusted R2 = 0.068, p < 0.001), career self-efficacy both pre-internship (adjusted R2 = 0.039, p = 0.008) and post-internship (adjusted R2 = 0.116, p < 0.001), career adaptability both pre-internship (adjusted R2 = 0.057, p < 0.001) and post-internship (adjusted R2 = 0.039, p = 0.008), anxiety both pre-internship (adjusted R2 = 0.035, p = 0.014) and post-internship (adjusted R2 = 0.048, p = 0.003), and depression levels both pre-internship (adjusted R2 = 0.031, P nonlinear = 0.021) and post-internship (adjusted R2 = 0.053, p = 0.002) are nonlinearly associated with turnover intention.

CONCLUSIONS

Nursing educators and clinical care administrators must take action to enhance the professional commitment and career self-efficacy of nursing students during their internship. It is also important to pay attention to their career adaptability, as well as to any anxiety or depression that they may experience during clinical practice. This can help to reduce the turnover intention during the first year of their nursing career.

Radiography students' viewpoints of the clinical learning environment: A cross-sectional study

INTRODUCTION

The quality of clinical learning environments (CLEs) impact learners' experience and competence development. Objective instruments have been developed to evaluate CLEs from the perspective of medical and nursing students. No such instruments have been used in Radiography.

METHODS

Radiography students' perspectives of CLEs were investigated using the validated Undergraduate Clinical Education Environment Measure (UCEEM). Undergraduate (UG) (n = 365) and graduate entry (GE) radiography students (n = 45) from an Irish university were invited to participate. CLEs consisted of 25 public and 10 private hospitals. The UCEEM contains 26 items under two overarching dimensions, experiential learning and social participation, with four subscales: opportunities to learn in and through work and quality of supervision; preparedness for student entry; workplace interaction patterns and student inclusion; and equal treatment.

RESULTS

Two hundred and ten students participated (response rate 52.4%; n = 185 UG, n = 30 GE), most of whom were based in public hospitals (87.4%). The mean UCEEM score was 107.5 ± 17.7 (optimal range: 90-125). Experiential learning and social participation were scored 74.2 ± 12.5 (optimal range: 60-85) and 33.37 ± 6.29 (optimal range: 30-40), respectively. Private hospitals ranked slightly higher than public hospitals for 'opportunities to learn in and through work and quality of supervision' (p = 0.018). Items ranked highest related to 'equal treatment' and 'opportunity to put theory into practice'. Clinical supervision-related items were scored highest by first-year students.

CONCLUSION

High UCEEM scores indicate radiography students' positive perceptions of their CLEs, particularly regarding equality and experiential learning. Findings support the expansion of radiography placement to include public and private hospitals.

IMPLICATIONS FOR PRACTICE

The UCEEM is a theoretically robust, validated tool which appears suitable for evaluating radiography CLEs. This study provides valuable baseline data for comparison of Radiography CLEs.

The process and indicators of resilience among nursing students in clinical practicum in Taiwan: A qualitative study

Background

Resilience is essential for managing stress and maintaining equilibrium. During the clinical practicum, nursing students may experience tremendous physical and mental stress, and these negative experiences are considered a source of resilience for students. However, no universal definition of resilience among nursing students exists in the literature, occasioning the need to define the processes and indicators of resilience.

Purpose

This study aims to explore the resilience process and indicators among nursing students in clinical practicum in Taiwan. Participants: Fifteen fifth-year junior college nursing students in Northeastern Taiwan who had completed the clinical practicum were interviewed, including 12 females and three males. All participants were aged 20.3 ± 0.61 years and all participants had clinical practicum experiences over four months.

Methods

A qualitative descriptive study, using purposive and snowball sampling methods, was conducted to collect the experience of the nursing students in their internship. Data were collected using a semi-structured guide and deep interviews, and analyzed through the content analysis method by Waltz, Strickland, & Lenz (2010).

Results

Based on the participants' practical experiences during their clinical practicum, three main themes and nine indicators were identified. The resilience of nursing students is considered a process. The main themes are (1) uncontrolled clinical practical stress, (2) Maintain learning-life balance, (3) Positive attitude toward nursing.

Conclusions

Resilience is a critical factor to stabilize nursing students and enable them to recover from adversity. Both positive and negative experiences significantly impacted the students' attitudes and confidence levels during the clinical practicum. The findings will provide faculty to adapt their teaching method to various situations of nursing students.

The relationship between professional self-concept and career decision-making difficulties among postgraduate nursing students in China: the mediating role of career decision-making self-efficacy

Background

In the context of a global shortage, uneven distribution, and structural imbalance of nursing talent, postgraduate nursing students must make appropriate decisions about their careers not only for the nursing profession but also for society as a whole. However, little research has been reported on the current status and factors influencing career decision-making difficulties among postgraduate nursing students.

Objectives

Exploring the mediating role of career decision-making self-efficacy between professional self-concept and career decision-making difficulties among postgraduate nursing students in China based on the social cognitive career theory.

Methods

276 postgraduate nursing students from 25 universities in seven administrative regions of China were selected by stratified random sampling. Data were collected with the Career decision-making difficulties Questionnaire, Career Decision-making Self-Efficacy Scale, and Nursing Professional Self-concept Scale through an online survey, and were analyzed by univariate analysis, correlation analysis, multiple linear regression analysis, and PROCESS macro.

Results

The score for career decision-making difficulties was 2.84 (SD = 0.54). Professional self-concept (r = -0.496, p < 0.01) and career decision-making self-efficacy (r = -0.551, p < 0.01) were negatively associated with career decision-making difficulties. Career decision-making self-efficacy played a partial mediating role between professional self-concept and career decision-making difficulties (p < 0.01), with the mediating effect (Effect Value = -0.253, Bootstrap 95% CI: -0.349, -0.156) accounting for 53.82% of the total effect.

Conclusion

The high scores of career decision-making difficulties among postgraduate nursing students demand widespread attention. Nursing educators need to develop a complete and standardized career counseling curriculum for postgraduate nursing students, and should pay attention to the cultivation and development of positive professional self-concept and career decision-making self-efficacy of postgraduate nursing students to reduce their career decision-making difficulties and help them make effective career decision-making.

Subgroups of self-directed learning ability and their differences in professional identity among nursing undergraduates during the COVID-19 pandemic: a latent profile analysis

BACKGROUND

Promoting self-directed learning (SDL) among nursing undergraduates is crucial to meet the new requirements of the healthcare system and to adapt to online learning contexts during the COVID-19 pandemic. Therefore, identifying the classification features of SDL ability and developing targeted interventions are both critical. Professional identity (PI) may contribute to the cultivation of SDL ability, but their relationship remains relatively unknown. This study aimed to explore the subgroups of SDL ability and their differences in PI among nursing undergraduates during the COVID-19 pandemic.

METHODS

A total of 2438 nursing undergraduates at four universities in China were enrolled in this cross-sectional study from November 2021 to February 2022. The Self-Directed Learning Scale of Nursing Undergraduates (SLSNU) and the Professional Identity Scale for Nursing Students (PISNS) were administered. A latent profile analysis was performed to explore SDL ability latent profiles. Multinomial logistic regression analysis was conducted to examine the predictors of profile membership, and a one-way analysis of variance was applied to compare the PI scores in each latent profile.

RESULTS

Three latent profiles were identified and labeled 'low SDL ability' (n = 749, 30.7%), 'low initiative of help-seeking' (n = 1325, 54.4%) and 'high SDL ability' (n = 364, 14.9%). Multinomial logistic regression analysis suggested that nursing undergraduates who voluntarily chose a nursing major, had served as a student cadre, and had participated in clinical practicum were less likely to be included in the "low SDL ability" group. The average PI score was statistically different across the three profiles (F = 884.40, p < 0.001).

CONCLUSION

The SDL ability among nursing undergraduates was divided into three profiles, and results show that promoting PI may effectively foster SDL ability. This study highlights the importance of targeted interventions by considering their distinct SDL ability patterns, especially during the COVID-19 pandemic.

Has the COVID-19 pandemic affected nursing students' career self-efficacy and professional calling? The mediating impact of professional identity

BACKGROUND

Professional calling (PC) is crucial for ascertaining their professional goals and fulfilling career choices in nursing students. Thus, understanding its antecedents and helping schools improve PC among nursing students is critical. This study aims to explore whether professional identity (PI), as a crucial antecedent of PC, acts as an intermediary between career self-efficacy (CSE) and professional calling during the COVID-19 pandemic.

METHODS

A sample of 565 nursing students were selected by a web-based survey through convenience sampling. The study was conducted from October to November 2020. Measures of CSE, PI, and PC were assessed during the COVID-19 pandemic. We analyzed demographic data and the correlation of the research variables. The significance of the mediation effect was assessed using a bootstrap method with SPSS.

RESULTS

CSE during the COVID-19 pandemic outbreak (r = 0. 359, p < 0. 01) and PI (r = 0. 670, p < 0. 01) were both relevant to PC among nursing students. In addition, CSE had a positive indirect effect on PC through PI (β = 0. 288, p < 0. 05).

CONCLUSIONS

Higher scores in CSE and a better PI were associated with PC in nursing students. Furthermore, a better CSE had an indirect effect on the PC of students through PI. The favorable evidence in our study confirms that nursing educators can adopt PI interventions to improve the sense of PC among nursing students.

Resilience and positive coping style affect the relationship between maladaptive perfectionism and academic procrastination among Chinese undergraduate nursing students

Background

Previous studies have not investigated the role of resilience and coping style on the association between maladaptive perfectionism and academic procrastination among nursing undergraduates. However, how to mobilize the learning enthusiasm of nursing students and reduce the incidence of academic procrastination is an important factor to reduce nursing loss and improve nursing quality.

Objectives

To investigate the influence of maladaptive perfectionism, resilience and coping style on academic procrastination among Chinese undergraduate nursing students.

Methods

A cross-sectional study was conducted. A convenience sampling method was used to select 665 nursing undergraduates from March to May 2022 in China. Maladaptive perfectionism, coping style, resilience, and academic procrastination were measured using questionnaires. The descriptive analysis, Pearson’s correlation analysis and the Hayes’ PROCESS Macro in SPSS 25.0 were used to test the model.

Results

The results showed that nursing undergraduates’ maladaptive perfectionism, resilience, positive coping style and academic procrastination were significantly correlated between every two variables, with coefficients ranging between −0.290 and 0.584. In addition, resilience played a partial mediating role in maladaptive perfectionism and academic procrastination, accounting for 15.70% of the total effect; in the meantime, this process was moderated by positive coping style.

Conclusion

Maladaptive perfectionism positively predicted nursing undergraduates’ academic procrastination; as a mediating mechanism with moderating, resilience and positive coping style further explained how maladaptive perfectionism promoted the academic procrastination of nursing undergraduates. Understanding this mechanism is of great significance for nursing educators to reduce the risk of academic procrastination in nursing undergraduates.

Perceived Parenting Style and Subjective Well-Being among Chinese Nursing Undergraduates: The Role of Self-Efficacy and Gender

The question of how to improve the subjective well-being (SWB) of nursing students is an important factor for reducing nursing loss and improving nursing quality. The current study aimed to investigate the influence of parenting style and self-efficacy (SE) on SWB among Chinese nursing undergraduates. The moderating role of gender between parenting style and SWB was also examined. Descriptive analysis, Pearson's correlation analysis, and the Hayes' PROCESS Macro Model 4 and Model 5 were used to analyze the available data. A total of 665 nursing undergraduates (M_age = 19.86, SD = 1.19) completed questionnaires. The results showed that PPS was positively correlated with SWB (r = 0.421, p < 0.01), while NPS was negatively correlated with SWB (r = -0.167, p < 0.01). Meanwhile, SE was positively correlated with PPS (r = 0.167, p < 0.01) and negatively correlated with NPS (r = -0.175, p < 0.01). In addition, SE was positively correlated with SWB (r = 0.273, p < 0.01) and played a partial mediating role in the association between parenting style and SWB. Furthermore, gender moderated the direct effect of parenting style on SWB. Specifically, compared with male nursing students, parenting style has a greater influence on the SWB of female nursing students. These findings can be used to develop targeted improvement strategies for nursing educators to improve SWB levels among nursing undergraduates.

Research on the influencing factors of fatigue and professional identity among CDC workers in China: an online cross-sectional study

OBJECTIVE

This study aimed to investigate the status quo and the influencing factors of fatigue and professional identity among the Centers for Disease Control and Prevention (CDC) workers in China during the pandemic.

DESIGN

A cross-sectional design.

SETTING

CDC workers employed by the Liaoning CDC system were enrolled (administrative staffs were excluded).

PARTICIPANTS

1020 CDC workers.

PRIMARY OUTCOME MEASURES

Fatigue scores and professional identity scores.

SECONDARY OUTCOME MEASURES

Postcompetency scores, respect scores, occupational stress scores, resilience scores and self-efficacy scores.

RESULTS

The average scores of fatigue and professional identity were 8.23, 38.88, respectively. Factors including perceived public respect (β=-0.129, p<0.01), resilience (β=-0.104, p<0.05) and self-efficacy (β=-0.22, p<0.01) were negatively associated with fatigue. Educational background (bachelor vs junior college or below) (β=0.105, p<0.01), (master or above vs junior college or below) (β=0.092, p<0.05), workplace (county vs district) (β=0.067, p<0.05), (city vs district) (β=0.085, p<0.05), fighting the COVID-19 on the front line (β=0.059, p<0.05) and occupational stress (β=0.166, p<0.01) were positively correlated with fatigue. Educational background (bachelor vs junior college or below) (β=-0.097, p<0.01), (master or above vs junior college or below) (β=-0.114, p<0.01), workplace (city vs district) (β=-0.114, p<0.01), fighting the COVID-19 on the front line (β=-0.047, p<0.05) and occupational stress (β=-0.105, p<0.01) were negatively associated with professional identity. Factors including postcompetency (β=0.362, p<0.01), perceived public respect (general vs low) (β=0.219, p<0.01), (high vs low) (β=0.288, p<0.01), resilience (β=0.097, p<0.05) and self-efficacy (β=0.113, p<0.01) were positively connected with professional identity.

CONCLUSION

The fatigue among the CDC workers was at a higher level. The level of professional identity was high, and administrators should take measures to alleviate fatigue and maintain professional identity. In addition, methods aiming to attenuate occupational stress, and improve resilience and self-efficacy should be immediately put into action.