Mediating role of resilience between learning engagement and professional identity among nursing interns under COVID‐19: A cross‐sectional study

Abstract

Aim The aim of the study was to explore the mediating effect of resilience between learning engagement and professional identity of nursing interns. Design A descriptive, cross‐sectional study design. Methods An online questionnaire survey was conducted among nursing interns in Fujian Medical University from February 2022 to April 2022 by convenience sampling. The scores of learning engagement, resilience and professional identity were evaluated. The PROCESS Marco in SPSS was used to analyse the mediating effect. Results A total of 222 senior nursing students participated in the questionnaire survey. Both learning engagement ( r = 0.491, p < 0.01) and resilience ( r = 0.537, p < 0.01) correlated positively with PI. Resilience is also positively related to PI ( r = 0.693, p < 0.01). Also resilience played a partial mediating role in the relationship between learning engagement and professional identity (a*b = b = 0.2451, 95% CI: 0.1543, 0.3581), and its effect accounted for 53.3%.

Mediating effects of achievement goal orientation on the relationship between growth mindset and learning engagement in medical students: A cross-sectional descriptive study

“…This was similar to the results of previous studies. [25,26] Compared with students of other majors, medical students have a stronger sense of professional responsibility and mission, and they attach greater importance to learning and have a higher desire for knowledge, which also contributes to their stronger learning motivation and higher level of learning engagement. [27] Gender and grade had a significant influence on students' learning engagement.…”