Zihan Gao1, Xiao Wei1, Li Yang1, Dan Cui2, Lingna Kong3, Li Qi4, Ping Zhang5. 1. School of Nursing, Qingdao University, Qingdao, P.R. China. 2. Department of Nursing, The 2nd Affiliated Hospital of Harbin Medical University, Harbin, P.R. China. 3. School of Nursing, Chongqing Medical University, Chongqing, P.R. China. 4. School of Nursing, Qiqihaer Medical University, Qiqihar, P.R. China. 5. School of Nursing, Southern Medical University, Guangzhou, P.R. China.
Abstract
AIMS: To explore whether the clinical learning environment (CLE) has an indirect effect on professional identity through the mediation of career self-efficacy (CSE) in nursing students. BACKGROUND: The shortage of nurses has become a universal problem worldwide. Improving nurses' professional identity is considered an effective way to reduce the turnover rate of nurses. However, little is known about the relationship between the CLE, CSE and professional identity. DESIGN: An observational, questionnaire-based, cross-sectional study. METHODS: A web-based survey was completed by 212 undergraduate nursing students from June to August 2018. Measures included Chinese translations of the CLE, the Career Self-Efficacy Scale, and the Professional Identity Scale. RESULTS: Both the CLE (r = 0.552, p < 0.01) and CSE (r = 0.868, p < 0.01) correlated positively with professional identity. The indirect effect of the CLE on professional identity through CSE was positive (β = 0.342, p < 0.05) and the effect was 77.2%. CONCLUSIONS: A better CLE and higher scores in CSE were associated with professional identity in nursing students, and a better CLE had an indirect effect on the professional identity of students through CSE.
AIMS: To explore whether the clinical learning environment (CLE) has an indirect effect on professional identity through the mediation of career self-efficacy (CSE) in nursing students. BACKGROUND: The shortage of nurses has become a universal problem worldwide. Improving nurses' professional identity is considered an effective way to reduce the turnover rate of nurses. However, little is known about the relationship between the CLE, CSE and professional identity. DESIGN: An observational, questionnaire-based, cross-sectional study. METHODS: A web-based survey was completed by 212 undergraduate nursing students from June to August 2018. Measures included Chinese translations of the CLE, the Career Self-Efficacy Scale, and the Professional Identity Scale. RESULTS: Both the CLE (r = 0.552, p < 0.01) and CSE (r = 0.868, p < 0.01) correlated positively with professional identity. The indirect effect of the CLE on professional identity through CSE was positive (β = 0.342, p < 0.05) and the effect was 77.2%. CONCLUSIONS: A better CLE and higher scores in CSE were associated with professional identity in nursing students, and a better CLE had an indirect effect on the professional identity of students through CSE.