Koo Hyun Young, Lee Jae Suk
College of Nursing, Daegu Catholic University, Daegu, Republic of Korea.
Cha University Bundang Medical Center, Gyeonggi-do, Republic of Korea.
Nurse Educ Today. 2020 Nov;94:104574. doi: 10.1016/j.nedt.2020.104574. Epub 2020 Aug 30.
Nursing students who have achieved ego identity are able to develop their careers to become professional nurses. To care for patients in a clinical context, nursing students need to be psychologically and socially mature. Attainment of ego identity and maturity is a key developmental task during students' time at university as they prepare to become professional nurses.
This study was conducted to examine changes of ego identity and psychosocial maturity in nursing students.
A longitudinal study design was employed between June 2016 and June 2019 at a university in a metropolis in South Korea.
The participants were 102 nursing students who responded to surveys on at least two occasions. Seventy-six nursing students completed questionnaires on four occasions (in 2016, 2017, 2018, and 2019).
Data were collected through self-report questionnaires composed of items assessing ego identity, psychosocial maturity, and demographic characteristics. Participants returned questionnaires every June from 2016 to 2019. The data were analyzed using descriptive statistics, the kappa statistic, repeated-measures analysis of variance, and one-way analysis of variance.
In terms of ego identity status, 17.1% of nursing students progressed to a more advanced status, 5.3% of them regressed to a less developed status, 57.9% of students had a fluctuating status, and 19.7% of them had a status that remained stable. Overall, psychosocial maturity in nursing students increased over time. Psychosocial maturity was higher among students in the achievement and moratorium statuses than among those in other statuses.
These findings indicate that ego identity status fluctuated during students' time at nursing school, while psychosocial maturity simultaneously improved. Nursing students who explored their options also became psychologically and socially mature.
已实现自我认同的护理专业学生能够发展其职业生涯，成为专业护士。在临床环境中护理患者，护理专业学生需要在心理和社会层面上成熟。在准备成为专业护士的大学期间，实现自我认同和成熟是一项关键的发展任务。
本研究旨在探讨护理专业学生自我认同和心理社会成熟度的变化。
2016年6月至2019年6月期间，在韩国一个大都市的一所大学采用纵向研究设计。
参与者为102名至少两次回应调查问卷的护理专业学生。76名护理专业学生在2016年、2017年、2018年和2019年四次完成问卷。
通过由评估自我认同、心理社会成熟度和人口统计学特征的项目组成的自填式问卷收集数据。参与者在2016年至2019年每年6月返回问卷。使用描述性统计、kappa统计、重复测量方差分析和单因素方差分析对数据进行分析。
在自我认同状态方面，17.1%的护理专业学生进展到更高级状态，5.3%的学生退步到较不发达状态，57.9%的学生状态波动，19.7%的学生状态保持稳定。总体而言，护理专业学生的心理社会成熟度随时间增加。处于成就和延缓状态的学生的心理社会成熟度高于其他状态的学生。
这些发现表明，在护理学校期间，学生的自我认同状态波动，而心理社会成熟度同时提高。探索自身选择的护理专业学生在心理和社会层面上也变得成熟。
