School of Nursing and Midwifery, College of Health & Science, University of Western Sydney, Penrith, NSW 2751, Australia.
Nurse Educ Today. 2013 Mar;33(3):187-91. doi: 10.1016/j.nedt.2012.01.012. Epub 2012 Feb 11.
The self-identification of nursing students with the profession has been linked with a successful transition, from being a student to being a professional nurse. Although there is no empirical evidence, there are suggestions that students with high professional identity are more likely to persist and complete their studies in their chosen profession.
The purpose of this study was to evaluate the psychometric properties of a professional identity scale and to determine the relationship between professional identity and student retention in a large group of first year nursing students.
A survey design was used to examine the professional identity of first year nursing students, as measured by the Macleod Clark Professional Identity Scale (MCPIS-9). Baseline data obtained from the initial surveys were then compared with student drop-out rates 12 months later.
Exploratory factor analysis of the MCPIS-9 yielded a one-component solution, accounting for 43.3% of the variance. All 9 items loaded highly on one component, ranging from 0.50 to 0.79. Cronbach's alpha coefficient of the MCPIS-9 was 0.83 and corrected item-total correlation values all scored well above the 0.3 cut-off. Students who: were females, had previous nursing-related vocational training, reported nursing as their first choice, or engaged in nursing-related paid work, had statistically significant higher professional identity scores. Using logistic regression analysis, students with high professional identity scores at baseline were more likely to be still enrolled in the nursing program at 12 months, controlling for gender, language spoken at home and engagement in nursing-related employment. These results support the psychometric properties of the MCPIS-9.
Professional identity has a direct relationship with student retention in the nursing program. It is important to adequately measure professional identity in nursing students for the purpose of monitoring and identifying students who are at risk of leaving nursing programs.
护理学生对专业的自我认同与成功过渡有关，从学生到专业护士。尽管没有实证证据，但有迹象表明，具有高度职业认同感的学生更有可能坚持并完成他们选择的专业的学业。
本研究旨在评估职业认同量表的心理测量特性，并确定职业认同与大量一年级护理学生保留率之间的关系。
采用问卷调查设计，通过 Macleod Clark 职业认同量表（MCPIS-9）来评估一年级护理学生的职业认同。然后，将最初调查中获得的基线数据与 12 个月后的学生辍学率进行比较。
MCPIS-9 的探索性因素分析得出一个单因素解决方案，占 43.3%的方差。9 个项目的所有项目都高度加载在一个组件上，范围从 0.50 到 0.79。MCPIS-9 的克朗巴赫α系数为 0.83，校正后的项目-总分相关值均高于 0.3 的截止值。具有以下特征的学生具有统计学上更高的职业认同得分：女性、有先前的护理相关职业培训、将护理作为第一选择、或从事护理相关的有偿工作。使用逻辑回归分析，在基线时具有高职业认同得分的学生，在 12 个月时更有可能仍在护理项目中注册，控制性别、家庭中使用的语言和从事护理相关就业。这些结果支持 MCPIS-9 的心理测量特性。
职业认同与护理课程的学生保留率直接相关。在护理学生中充分衡量职业认同对于监测和识别有离开护理课程风险的学生非常重要。
