Investigation of the professional self-concept of nursing students in Shiraz, Iran

Perceived Social Support Promotes Nursing Students' Psychological Wellbeing: Explained With Self-Compassion and Professional Self-Concept

Background

The psychological distress of nursing students is ongoing and getting worse during the coronavirus disease 2019 (COVID-19) outbreak. Numerous calls for future research on exploring the effects of perceived social support would be an effective way to improve nursing students' mental health. However, the pathway(s) between perceived social support and psychological wellbeing (PWB) remain unknown.

Objective

The aim of this study was to explore how self-compassion and professional self-concept mediate the relationship between perceived social support and PWB to explain the theoretical mechanisms of the relationship.

Design

This study is the analytical cross-sectional research based on online self-reports and completed validated measures of perceived social support, PWB, self-compassion, and professional self-concept.

Methods

The Structural Equation Model (SEM) was used to estimate the mediation effects on the relationship between perceived social support and PWB. To examine the directionality of effects, this study also tested the reverse serial mediation model. Multigroup SEM was used to test gender differences in the mediation model.

Results

The results of an empirical study involving 487 undergraduate nursing students verified an integrative model of social support. In addition, no gender difference was found in these associations. These findings suggest that self-compassion and professional self-concept accounted for the association between perceived social support and PWB, and self-compassion was a significant predictor of professional self-concept.

Conclusion

There is a pathway of self-compassion and professional self-concept through which perceived social support may improve PWB. Also, improving nursing students' perceived social support, self-compassion and professional self-concept are beneficial for promoting their mental health. It is meaningful for nursing educators to take measures to develop nursing students' PWB and enhance their professional self-concept.

The Validity and Reliability of Professional Self-Concept in Nursing in Accelerated Bachelor's and Master's Nursing Students

BACKGROUND AND PURPOSE

Accelerated bachelor's and master's nursing students supported through the New Careers in Nursing program were surveyed (n = 3,506) using subscales from Arthur's Professional Self-Concept in Nursing Instrument (PSCNI). Reliability and validity of the instrument was assessed.

METHODS

Factor analysis using a random split-half design were conducted and differences investigated based on characteristics.

RESULTS

Four factors were revealed: leadership (α = .85), skill (α = .89), career positivity (α = .72), and career negativity (α = .72), with acceptable confirmatory fit. Gender and race/ethnicity differences were found in self-perceived leadership and skill and in career positivity by race/ethnicity. Accelerated bachelor's and master's students were different on skill and career positivity.

CONCLUSIONS

Self-perceived leadership, skill, career positivity, and career negativity are distinct PSCNI concepts.