Influence of Professional Identity on the E-Learning Adaptability Among Chinese Nursing Students During COVID-19

Abstract

BackgroundThe traditional face-to-face education methods have been altered to E-learning due to the outbreak, and the E-learning adaptability of nursing students will directly affect the effectiveness of online education. The professional identity of nursing students refers to the positive perception, evaluation, and emotional experience of the nursing profession and identity to be undertaken, which may affect the E-learning adaptability of nursing students during the coronavirus disease 2019 (COVID-19). This study aimed to explore the impact of professional identity on the E-learning adaptability of the Chinese nursing students during COVID-19.MethodsThis study was conducted in three medical schools in Yunnan Province, China from August to October 2020. Data collection consisted of three sections: participants' characteristics, learning adaptability, and professional identity.ResultsA total of 585 nursing students had a moderate level of E-learning adaptability. There was a positive correlation between E-learning adaptability and professional identity (r = 0.316~0.505, p < 0.001). In addition, the professional identity was associated with predictors of the E-learning adaptability among nursing students (p < 0.001).ConclusionThere was a moderate level of E-learning adaptability among the Chinese nursing students during the COVID-19 crisis. Enhancing the professional identity is critical in improving the E-learning adaptability among nursing students.

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

“…This finding indicates that LV may reduce the professional identity level of nursing students, thus leading to the decline of professionalism level of nursing students. This condition may be closely related to clinical practice environment, that is, once nursing students experience work environments such as violent behaviour or negative interpersonal relationships, it can negatively affect nursing professional attitudes and professional values (Tee et al, 2016 ; Wei et al, 2021 ) and influence the development of students' professional identity (Wang, 2016 ), resulting in a decline in nursing job satisfaction and affecting the level of professionalism (Kong, 2016 ; Lim & Jo, 2016 ). The level of professional identity moderates the negative effect of LV behaviour on the level of professionalism.…”

“…The level of professional identity moderates the negative effect of LV behaviour on the level of professionalism. The possible explanation is that professional identity as an internal driving force, and nursing students with a high level of professional identity can adapt to the occurrence of LV by actively participating in work and improving themselves, thus reducing the effect on their level of professionalism (Wang, 2016 ). Therefore, nursing managers and educators should reduce the occurrence of LV and improve the professional identity level of nursing students to prevent the negative effects of LV behaviour on the professionalism level of nursing students.…”

“…Negative experiences of nursing students in clinical practice environment are associated with professional identity, such as LV and hospital violence (Furst, 2018 ; Wang, 2016 ). Professional identity is a self‐perception of an occupation based on attitudes, beliefs, feelings, values, motivations and experiences (Johnson et al, 2012 ).…”

“…However, the lack of professional identity is an important factor in the choice of nursing students to leave the profession and pursue other careers (Deppoliti, 2008 ). A higher level of professional identity can adjust the role pressure of nursing students, alleviate the negative effect of nurses' work pressure (Sun, Gao, Yang, Zang, & Wang, 2016 ), improve clinical performance and reduce the turnover rate (Hao et al, 2020 ). Therefore, the development of professional identity of nursing students is very important.…”

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

“…Nurse students with high affinity motivation levels are more inclined to establish close nurse–patient relationships and exhibit enhanced teamwork efficiency [ 14 ]. Motivation is also positively associated with professional identity [ 15 ].…”