Professional identity and its influencing factors of first-year post-associate degree baccalaureate nursing students: A cross-sectional study

Wu, Chengyuan; Palmer, Mary H.; Sha, Kaihui

doi:10.1016/j.nedt.2019.104227

Cited by 53 publications

(45 citation statements)

References 17 publications

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“…Professional identity is derived from the individual role that people take on in their work (22). it affects perceptions of the medical student's role in medicine (5).…”

Section: Discussionmentioning

confidence: 99%

“…it affects perceptions of the medical student's role in medicine (5). Professional identity formation is affected by students' emotional and spiritual maturity (22,23), leading to the difference between being a physician and medical practice (22). It is essential to assess the professional identity status of health professional students by a valid and reliable tool.…”

Section: Discussionmentioning

confidence: 99%

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Reliability and Validity of the Persian Version of the Professional Self Identity Questionnaire (PSIQ)

Salari

Amini

Hayat

et al. 2021

Preprint

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Background: Professional identity is a vital component of medical education that affects the future practice of medical students. There is a notice of the lack of a reliable and valid Persian scale to measure the students' readiness for professional identity.Objective: This present study aims to determine whether or not the PSIQ can be adapted for Persian healthcare professions.Methods: A cross-sectional study was performed among medical students (years of 4-7) in Shiraz medical school. A total of 175 students completed the Persian version of PSIQ using convenience sampling. Categorical confirmatory factor analysis (CCFA) and Cronbach's alpha coefficient were used to investigate the questionnaire's validity and reliability. Moreover, R.3.6.2 software, by using the lavaan and semPlot packages in it, was used for data analysis and the path diagram.Results: The indices of the goodness of fit of the model were used for the professional self-identity, which including root mean square error of approximation (RMSEA), Tuker-Lewise index (TLI), and comparative fit index (CFI) ( RMSEA=0.055, CFI=0.996, and TLI=0.994). The Cronbach's alpha coefficients for these three factors of "profession-specific tasks," "generic attributes," and "inter-personal tasks" subscales were 0.762, 0.622, and 0.747, respectively (p-value<0.05). The internal consistency of the whole questionnaire measured by Cronbach's alpha was 0.873. The set of these fit statistics show that the hypothesized three-factor model fits the sample data. Therefore, all nine items were significantly loaded on the three domains (Profession specific tasks, Generic attributes, Interpersonal tasks). Conclusion: The Persian translated version of the PSIQ may be an appropriate, valid and reliable tool for assessing medical students' health professional self-identity attitudes in Iran.

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“…Professional identity is derived from the individual role that people take on in their work (22). it affects perceptions of the medical student's role in medicine (5).…”

Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Reliability and Validity of the Persian Version of the Professional Self Identity Questionnaire (PSIQ)

Salari

Amini

Hayat

et al. 2021

Preprint

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“…Clinical instructors are influential in the development of professional identity of the future nurses. Instilling values of professional identity, integrity and honesty may not only affect perceptions of their nursing roles but may also affect their capacity to develop a stable and satisfied nursing workforce in the future (Wu et al, 2020). In this regard, professionalism is also safeguarded.…”

Section: Limits and Discussionmentioning

confidence: 99%

Nursing Students’ Expectations of their Clinical Instructors: Practical Implications in Nursing Education

Padagas

2020

RREM

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Nursing students learn under the responsibility of clinical instructors during their related learning experience (RLE). Generally, nursing students regard their clinical instructors as pivotal sources of foundational knowledge, skills, and values to develop themselves into competent and compassionate nurses. It is usual for them to leverage their expectations of their clinical instructors. The study aimed to uncover and learn from the nursing students’ expectations of their clinical instructors in terms of inductive codes such as teaching strategies, assessment of student learning outcomes, monitoring and evaluating learning progress, recognizing student efforts, professional mastery, and descriptions of ideal clinical instructors. This descriptive qualitative study employed thematic analysis to structured interview transcripts from conveniently sampled nursing students in a private university in the Philippines. During their RLE, the nursing students viewed that i.) clinical instructors utilize various teaching strategies; ii.) variety of assessment techniques are used revealing innate teacher values and some students' undesirable feelings towards their clinical instructors; iii.) limited techniques in monitoring and evaluating students' progress are employed; iv.) students have feelings of being denied of recognition; v.) teacher-student likeness, and some unwanted perceptions on professional mastery are essential; and vi.) caring attributes, cognitive, and clinical competence make up the ideal clinical instructors. The quality of nursing students is as good as the quality of their clinical instructors. Their clinical instructors primarily influence their level of confidence during the RLE. Findings suggest that clinical instructors need to rethink about their practices in ensuring quality instruction and supervision during RLE.

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“…Therefore, the high turnover rate of nurses and the shortage of nurses have become universal problems worldwide [4] , and these problems run counter to the requirements of nursing development [5] . As future nurses, nursing students play an important role in the development of nursing.…”

Section: Introductionmentioning

confidence: 99%

“…In addition, the WHO noted that the world will achieve and maintain universal health coverage by 2030 but still lacks nearly 9 million care workers (Word Health Organization, 2019). Therefore, the high turnover rate of nurses and the shortage of nurses have become universal problems worldwide [4] , and these problems run counter to the requirements of nursing development [5] . As future nurses, nursing students play an important role in the development of nursing.…”

Section: Introductionmentioning

confidence: 99%

Factors Influencing Nursing Students' Professional Identity in a Clinical Learning Environment in Hunan, China

Lihong¹,

Chen²,

Fan³

et al. 2021

Preprint

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Background: Clinical learning environment is an important stage for nursing students, it will affect the cultivation of professional identity of nursing students. This study to explore the factors influencing the cultivation of professional identity among nursing students in a clinical learning environment. Methods: This was a cross-sectional study.Convenience sampling was applied to recruit 398 nursing students from The Third Xiangya Hospital of Central South University in Hunan Province. After the nursing students completed their clinical learning, data on the participants’ characteristics, professional identification and nursing clinical learning environment were collected. Descriptive statistics, including the mean ± standard deviation, were calculated. The data were analysed by t-test, one-way analysis of variance, Pearson’s correlation analysis and multiple linear regression. Results: The results showed that the nursing students’ highest professional identity score was in professional cognition (16.07±2.78). The nursing students’ professional identity was significantly related to educational background, willingness to choose the nursing major and school level (P<0.05).In the clinical learning environment, the students’ voluntary selection of the nursing major and teaching methods and interpersonal relationships were most important. Conclusion: The clinical learning environment and nursing’ students personal characteristics are the most important factors influencing the professional identity of nursing students. Based on these results, hospitals should flexibly adapt teaching methods according to students’ personal characteristics, improve the professional skills of teachers, and create a good working atmosphere. In addition, faculty members should reform their teaching methods and encourage students to establish good interpersonal relationships to provide more learning opportunities for nursing students and to enhance the recognition of nursing students in the nursing profession.

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Professional identity and its influencing factors of first-year post-associate degree baccalaureate nursing students: A cross-sectional study

Cited by 53 publications

References 17 publications

Reliability and Validity of the Persian Version of the Professional Self Identity Questionnaire (PSIQ)

Reliability and Validity of the Persian Version of the Professional Self Identity Questionnaire (PSIQ)

Nursing Students’ Expectations of their Clinical Instructors: Practical Implications in Nursing Education

Factors Influencing Nursing Students' Professional Identity in a Clinical Learning Environment in Hunan, China

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