Impact of exemplar education program on the professional commitment of nursing students: A quasi-experimental study

Wang, Liqi; Yu, Ping

doi:10.1016/j.nedt.2021.105118

Cited by 13 publications

(8 citation statements)

References 27 publications

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“…The multidimensional assessment of the GNSs' commitment is imperative for understanding more accurately their exact motivation so as to provide targeted intervention to support them. Following comparison of the scores of the four dimensions, the highest was the score of “belief in goals and values” and “desire to stay in the profession”, while the score of “willingness to make an effort” was the lowest, which was consistent with the data reported in previous studies ( Zheng et al, 2016 ; Wang and Yu, 2021 ; Zhao et al, 2022 ). This finding may be explained by the fact that the high employment rates and the low risk of being unemployed increases the students' willingness to be involved in the profession.…”

Section: Discussionsupporting

confidence: 89%

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The level and influencing factors of graduating nursing students' professional commitment from the perspective of Ecological Systems Theory: A cross-sectional study

Hua

Fang

Lin

et al. 2022

Nurse Education Today

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Section: Discussionsupporting

confidence: 89%

“…The GNSs included in the present study indicated a moderate level of professional commitment and the score was slightly higher than that reported in other studies performed in China ( Zheng et al, 2016 ; Wang and Yu, 2021 ; Zhao et al, 2022 ; Pan et al, 2020 ). This may due to the difference of educational context.…”

Section: Discussioncontrasting

confidence: 77%

The level and influencing factors of graduating nursing students' professional commitment from the perspective of Ecological Systems Theory: A cross-sectional study

Hua

Fang

Lin

et al. 2022

Nurse Education Today

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“… 45 As a result, the teacher’s enthusiasm may create an emotionally-motivated atmosphere in the classroom and positively impact students’ professional commitment. 54 As demonstrated by the control-value theory, the external environment can increase students’ sense of achievement and interest, through students’ perceptions of the mediating role of control and value. 20 Enthusiastic teachers, then, can not only make students feel emotionally positive through emotional contagion but can also act as examples of imitative learning to motivate students to understand the value of learning.…”

Section: Literature Reviewmentioning

confidence: 99%

Perceived Teacher Enthusiasm and Professional Commitment: The Mediating Role of Boredom and Learning Engagement

Yan¹,

Zhou²,

Zhang³

et al. 2023

PRBM

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Introduction Some students in current society do not pursue careers related to their majors after graduation, which may be the result of low professional commitment of college students, and the teaching enthusiasm of college teachers presented in the classroom may influence students’ professional commitment. This study considered the effect of teacher enthusiasm on students’ emotional state of boredom during class and its effect on students’ engagement in learning. This correlational study aims to explore the relationship between perceived teacher enthusiasm and professional commitment as mediated by class-related boredom and learning engagement. Methods This study is a correlational design and adopts regression analysis. The respondents were college students (n=358; 68% female, 22% male) of different grades and majors from universities in Wenzhou, China. Questionnaires about perceived teacher enthusiasm, professional commitment, class-related boredom and learning engagement were adopted to measure the study variables. Results The results reveal that although there is no significant direct influence between perceived teacher enthusiasm and professional commitment, perceived teacher enthusiasm affects students’ professional commitment through students’ class-related boredom and learning engagement, and there is an indirect and statistically significant correlation between them. Conclusion This study provides insight into the facilitative effect of teachers’ increased enthusiasm on students’ professional commitment and how this facilitative effect is triggered through the mediating role of class related boredom and learning engagement. Future research should explore the theoretical and teaching significance and how to guide and enhance students’ professional commitment.

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“…Under such circumstances, promoting nursing students’ professional commitment has become essential to minimize the loss of the nursing workforce potentially induced by the ongoing pandemic (Hua et al, 2022 ). Therefore, there is an urgent need to investigate nursing students’ levels of professional commitment and the underlying influencing factors to inform the implementation of effective intervention measures for the healthy, stable, and sustainable development of nursing talent, especially considering that Chinese nursing students present unsatisfactory professional commitment (Wang and Yu, 2021 ).…”

Section: Introductionmentioning

confidence: 99%

How nursing students’ risk perception affected their professional commitment during the COVID-19 pandemic: the mediating effects of negative emotions and moderating effects of psychological capital

Huang

Yang

et al. 2023

Humanit Soc Sci Commun

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Nurses play a pivotal role in the delivery of medical services. Professional commitment is crucial for nursing professionals’ long-term, healthy, and sustainable development. However, nursing students’ professional commitment levels are currently unsatisfactory in China, especially given that the COVID-19 pandemic has posed unprecedented challenges to the profession. Therefore, studies investigating the professional commitment levels of nursing students and the underlying influencing factors are urgently required. This study explored how nursing students’ risk perceptions, negative emotions, and psychological capital affected their professional commitment during the COVID-19 pandemic. A cross-sectional study was conducted among nursing students using risk perception, professional commitment, negative emotions, and psychological capital scales. An analysis of 1142 Chinese nursing students suggested that nursing students’ risk perception positively impacted professional commitment and that negative emotions mediated this association. Importantly, psychological capital moderates the mediating effect of negative emotions and can buffer the negative emotions caused by risk perception. This study demonstrated that effective intervention strategies should be implemented in multiple dimensions such as education, individual, public and society to improve the professional commitment of nursing students.

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Impact of exemplar education program on the professional commitment of nursing students: A quasi-experimental study

Cited by 13 publications

References 27 publications

The level and influencing factors of graduating nursing students' professional commitment from the perspective of Ecological Systems Theory: A cross-sectional study

The level and influencing factors of graduating nursing students' professional commitment from the perspective of Ecological Systems Theory: A cross-sectional study

Perceived Teacher Enthusiasm and Professional Commitment: The Mediating Role of Boredom and Learning Engagement

How nursing students’ risk perception affected their professional commitment during the COVID-19 pandemic: the mediating effects of negative emotions and moderating effects of psychological capital

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