Development of the professional competence and professional self-concept of undergraduate nursing students during the clinical practice period: A cross-lagged panel analysis

Yang, Guoyong; Zang, Xianxian

doi:10.1016/j.nepr.2022.103360

Cited by 15 publications

(9 citation statements)

References 35 publications

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“…Additionally, schools emphasize theoretical and humanistic qualities at the organizational level, including education and hospital management, whereas hospitals concentrate on operational and individual competencies. School and clinical education play important roles in the early formation and long-term development of nurses’ professional self-concept, which is in line with previous studies [ 60 , 61 ]. Teachers play a central role in shaping student qualities and professional values, imparting education, and influencing their clinical adjustment and professional development.…”

Section: Discussionsupporting

confidence: 90%

Nurses’ perspectives on professional self-concept and its influencing factors: A qualitative study

Miao,

Liu,

Zhou

et al. 2024

BMC Nurs

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Background Nurses with a strong professional self-concept tend to exhibit a positive mindset and strong work engagement, delivering high-quality patient care. Although numerous quantitative studies have examined the factors impacting professional self-concept, there remains a limited exploration of these factors from the perspective of nurses themselves. Methods This qualitative descriptive study uses the PERMA theory and Social Cognitive Theory as the theoretical framework. Semi-structured interviews were conducted with 15 nurses from six public hospitals in China. The data were analyzed thematically using a combination of inductive and deductive approaches. Results Nurses’ understanding of professional self-concept could be divided into four categories: professional identity, competence, care, and knowledge. Factors influencing nurses’ professional self-concept were categorized into eight subthemes in three domains: (1) personal factors, including psychological qualities and attitude towards the nursing profession; (2) occupational-related behavioral factors, including role-oriented behavior and knowledge-oriented behavior; and (3) work environment and external factors, including external evaluation and perceptions of nurses, time allocation, nursing work tasks, work atmosphere, school education, and perceived supports. Conclusions This study found that, although nurses had different personal experiences, their perceptions of professional self-concept were similar. Nurses’ professional self-concept is a multidimensional concept and involves various factors, such as personality, work-related characteristics, environment, and family. To thrive in a nursing career, nurses must discern the factors that can enhance or hinder their professional self-concept. By identifying and adjusting these factors, personalized support and positive interventions can be tailored to meet nurses’ specific needs, which ultimately nurtures their professional development. Trial registration This study was registered on December 14, 2022, in the Chinese Clinical Trial Registry (ChiCTR2200066699) as part of our ongoing study.

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Section: Discussionsupporting

confidence: 90%

Nurses’ perspectives on professional self-concept and its influencing factors: A qualitative study

Miao,

Liu,

Zhou

et al. 2024

BMC Nurs

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“…A previous research study found higher competence levels for nurses with more than six years of work experience (19) . Although the literature confirms that professional competence in Nursing is improved as experience time increases (20) , the statistical results of this study showed no association between working time and classification in the scores of the competence factors.…”

Section: Discussioncontrasting

confidence: 89%

Nurses’ professional competencies in urgency and emergency units: A mixed-methods study

Ferreira

Balsanelli

Santos

2023

Rev. Latino-Am. Enfermagem

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Objective: to describe the professional competencies of nurses working in urgency and emergency services and to understand their perception of the essential competencies for professional performance and updating. Method: a sequential, mixed-methods and explanatory study, conducted with emergency nurses. To obtain the quantitative data, a questionnaire with 78 items was used, answered by 39 nurses and analyzed using descriptive statistics and non-parametric tests. In turn, the qualitative data were obtained through semi-structured interviews with 17 nurses, whose interpretation was based on inductive content thematic analysis. The data were combined by connection. Results: a high level of competence was obtained in the self-assessment of urgency and emergency nurses in Factor 2 - Relations at work and a lower level in Factor 6 - Professional excellence (p=0.036). The qualitative data corroborated positively with the “Relations at work” factor, identifying the association of knowledge and practical experience, with competencies beyond a scenario devoid of permanent education. Conclusion: despite the high levels of competence identified in emergency nurses, the strengthening of educational strategies favors professional development and recognition.

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“…Improving professional self-concept in nursing presents specific gains in personal, relational, interpersonal communication, and social skills [ 11 ] favoring academic and clinical path evolution. Nurses with high professional self-concept are more accountable for their patients [ 12 ] and work outcomes and see patients more respectfully and interestedly [ 13 ].…”

Section: Introductionmentioning

confidence: 99%

Nursing Professional Self-Concept: A Scoping Review Protocol

et al. 2023

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Nurses are considered one of the largest professional groups in healthcare, generating positive health outcomes for people at various stages of life. A significant impact on the construction of the professional self—or professional self-concept—is considered to exist through the educational process, influenced by factors such as the family and societal expectations often presented by teachers, tutors, and peers. Improving professional self-concept in nursing can offer specific gains in personal, relational, social, and interpersonal communication skills, favoring evolution in the academic and clinical path. This scoping review aims to map the literature related to the state of knowledge regarding professional self-concept in nursing. This scoping review will follow JBI recommendations with the PCC mnemonic and report its findings through PRISMA-ScR using a specific instrument made by the researchers. Providing healthcare complying with high scientific standards requires the professional to have enough self-confidence in his work and skills. The explicit acknowledgement of professional self-concept is essential for any educational tutor or experienced mentor to promote mental health and academic and professional performance.

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Development of the professional competence and professional self-concept of undergraduate nursing students during the clinical practice period: A cross-lagged panel analysis

Cited by 15 publications

References 35 publications

Nurses’ perspectives on professional self-concept and its influencing factors: A qualitative study

Nurses’ perspectives on professional self-concept and its influencing factors: A qualitative study

Nurses’ professional competencies in urgency and emergency units: A mixed-methods study

Nursing Professional Self-Concept: A Scoping Review Protocol

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