Exploring the relationship between lateral violence and nursing professionalism through the mediating effect of professional identity: A cross‐sectional questionnaire study

Abstract

Aim This study aimed to investigate the prevalence of lateral violence (LV) experienced by nursing students during their internship, explore the difference between professional identity and professionalism among nursing students who had or had not experienced LV and analyse the mediating effect of professional identity on the relationship between LV and professionalism. Design A cross‐sectional survey was used. Methods An online anonymous survey was distributed to nursing students (N = 298) in Jiangsu province, China from June to July 2021. The questionnaire consisted of sections on lateral violence, professional identity and nursing professionalism. Results Approximately 49.7% of the nursing students experienced LV behaviour during the internship period. Students who experienced LV had lower professional identity and professionalism than those who did not. Among the students, LV was negatively correlated with professional identity (r = −0.333, p < 0.001) and professionalism (r = −0.418, p < 0.001). The relationship effect of LV on nursing professionalism was partly mediated by professional identity. Conclusion Nearly half of the nursing students suffered from LV in the workplace, and this condition remarkably influenced nursing professionalism through professional identity. Both quantitative and qualitative studies are needed to investigate the factors that influence LV development in detail.

Influencing Factors on Career Preparation Behavior of Nursing Students in the Post COVID-19 Era

“…Our findings revealed that nursing image and nursing professionalism were positively associated with career preparation behavior. This result was consistent and nursing students had high nursing professional values before clinical practice, but then they were influenced by negative factors from witnessing and experiencing the performance of their duties and the roles of nurses in hospitals in practice [26][27][28]. Major emergencies affect the perspective of students on the meaning of work and life, thereby damaging the impulse to seek out meaningful pursuits [26].…”

“…A previous study revealed that professionalism was influenced by self-efficacy [ 9 , 21 , 27 , 39 ]. In addition, self-efficacy plays an important role in professionalism [ 28 ] and it was found that as the strongest predictor, it also influenced the career preparation of nursing students [ 30 ]. The COVID-19 pandemic highlighted the flaws in healthcare systems, which highlights the critical need for all governments to make significant investments in nursing in order to bring about such profound changes [ 16 , 18 ].…”

“…Research indicates that having a high sense of the practice of self-efficacy increases one’s intention to continue in a profession and increases satisfaction with one’s job [ 9 ]. Most prior research on senior nursing students had small sample sizes and utilized qualitative approaches to reflect on students’ career preparation and the job-finding obstacles that they faced due to a lack of self-efficacy [ 13 , 26 , 27 , 28 , 29 ]. In addition, few studies have examined students’ prospects or careers after they graduate [ 21 , 24 , 26 ].…”

Factors influencing the development of nursing professionalism: a descriptive qualitative study

“…Professional identity Nursing professional identity refers to nurses acknowledging their work and affirming their self-worth [40]. This study defines professional identity as a gradual "process" and a "state.…”

Relationships between professional identity, motivation, and innovative ability among nursing intern students: A cross-sectional study

“…Having a good professional identity can help nursing students build the core competitiveness [ 18 ], including their innovative ability [ 19 ]. Positive professional identity can enhance the nurses' care quality [ 15 ] and adjust the role pressure of nursing students [ 20 ]; moreover, it can help nurse students stay in the nursing profession after graduation [ 21 , 22 ], reduce their intention to quit [ 23 , 24 ], and increase their job satisfaction [ 25 ]. During the final-year students’ internship, nursing students can put theory into practice [ 26 ], nursing educators play an important on guide students found professional values and build professional identity [ 27 ].…”