Jafarianamiri Seyedeh Roghayeh, Qalehsari Mojtaba Qanbari, Zabihi Ali
Department of Medical and Surgical Nursing, Nursing Care Research Center, Nursing and Midwifery School, Babol University of Medical Sciences, Babol, Iran.
Department of Medical and Surgical Nursing, School of Nursing and Midwifery, Babol University of Medical Sciences, Babol, Iran.
J Educ Health Promot. 2022 Jun 11;11:151. doi: 10.4103/jehp.jehp_388_21. eCollection 2022.
Professional identity includes the values and beliefs of a nurse that guide her thinking, action, and interaction with patients. The stressful conditions of the COVID-19 pandemic may have affected nursing students' resilience and attitudes toward their profession. Therefore, the aim of this study was to investigate the professional identity and resilience in nursing students during the COVID-19 pandemic.
This cross-sectional descriptive study was performed in November and December 2020 with the participation of all nursing students of Babol University of Medical Sciences who spent at least one semester of internship in a hospital during the COVID-19 pandemic. Data were collected using demographic questionnaire, Connor-Davidson resilience scale, and nursing students' professional identity scale. Data analysis was performed using independent t-test, ANOVA, and correlation tests at a significance level of 0.05.
Nursing students in the 3, 5, and 7 semesters have spent a minimum of 13 and a maximum of 151 days of internship during the pandemic period. The mean score of professional identity of nursing students was 61.86 ± 9.34 and their mean resilience score was 32.08 ± 13.54. The resilience score of 92% of students was below 50. Professional identity was significantly stronger, and resilience was considerably higher in students who were satisfied with their profession and lived with their families ( < 0.05). In other words, students with higher professional identity scores had higher resilience ( = 0.39, = 0.000).
Despite a good professional identity score, the resilience of nursing students during the COVID-19 pandemic is low. Therefore, professors and the clinical education system should provide more support for students in such stressful times as the COVID-19 pandemic period.
职业认同感包括护士的价值观和信念，这些价值观和信念指导着她的思维、行动以及与患者的互动。新冠疫情的压力环境可能影响了护理专业学生的适应力及其对自身职业的态度。因此，本研究的目的是调查新冠疫情期间护理专业学生的职业认同感和适应力。
这项横断面描述性研究于2020年11月和12月进行，所有参与的学生均为马什哈德医科大学护理专业学生，他们在新冠疫情期间至少在医院实习了一个学期。使用人口统计学调查问卷、康纳-戴维森适应力量表和护理专业学生职业认同感量表收集数据。数据分析采用独立t检验、方差分析和相关性检验，显著性水平为0.05。
护理专业3、5和7学期的学生在疫情期间实习天数最少为13天，最多为151天。护理专业学生职业认同感的平均得分为61.86±9.34，适应力平均得分为32.08±13.54。92%的学生适应力得分低于50。对自己职业满意且与家人同住的学生，其职业认同感明显更强，适应力也显著更高（P<0.05）。换句话说，职业认同感得分较高的学生适应力也较高（r=0.39，P=0.000）。
尽管护理专业学生职业认同感得分较高，但在新冠疫情期间其适应力较低。因此，在新冠疫情这样的压力时期，教授和临床教育系统应给予学生更多支持。
