School of Nursing, Qingdao University, 15 Ningde Road, Qing Dao, Shandong Province, 266071, P.R. China.
School of Nursing, The Second Affiliated Hospital of Harbin Medical University, Harbin Medical University, 246 Xuefu Road, Harbin, Heilongjiang Province, 150081, P.R. China.
BMC Med Educ. 2022 Nov 5;22(1):757. doi: 10.1186/s12909-022-03833-6.
Professional calling (PC) is crucial for ascertaining their professional goals and fulfilling career choices in nursing students. Thus, understanding its antecedents and helping schools improve PC among nursing students is critical. This study aims to explore whether professional identity (PI), as a crucial antecedent of PC, acts as an intermediary between career self-efficacy (CSE) and professional calling during the COVID-19 pandemic.
A sample of 565 nursing students were selected by a web-based survey through convenience sampling. The study was conducted from October to November 2020. Measures of CSE, PI, and PC were assessed during the COVID-19 pandemic. We analyzed demographic data and the correlation of the research variables. The significance of the mediation effect was assessed using a bootstrap method with SPSS.
CSE during the COVID-19 pandemic outbreak (r = 0. 359, p < 0. 01) and PI (r = 0. 670, p < 0. 01) were both relevant to PC among nursing students. In addition, CSE had a positive indirect effect on PC through PI (β = 0. 288, p < 0. 05).
Higher scores in CSE and a better PI were associated with PC in nursing students. Furthermore, a better CSE had an indirect effect on the PC of students through PI. The favorable evidence in our study confirms that nursing educators can adopt PI interventions to improve the sense of PC among nursing students.
职业使命感（PC）对于确定护理学生的专业目标和职业选择至关重要。因此，了解其前因后果并帮助学校提高护理学生的职业使命感至关重要。本研究旨在探讨专业认同（PI）作为职业使命感的重要前因，是否在新冠疫情期间职业自我效能感（CSE）和职业使命感之间发挥中介作用。
通过方便抽样，采用基于网络的问卷调查，共选取了 565 名护理专业学生作为研究对象。研究于 2020 年 10 月至 11 月进行。在新冠疫情期间评估了学生的职业自我效能感、专业认同和职业使命感。我们分析了人口统计学数据和研究变量的相关性。采用 SPSS 中的 Bootstrap 方法评估中介效应的显著性。
新冠疫情期间的职业自我效能感（r=0.359，p<0.01）和专业认同（r=0.670，p<0.01）均与护理学生的职业使命感相关。此外，职业自我效能感对护理学生职业使命感的间接影响通过专业认同呈正相关（β=0.288，p<0.05）。
较高的职业自我效能感和更好的专业认同与护理学生的职业使命感相关。此外，更好的职业自我效能感通过专业认同对学生的职业使命感产生间接影响。本研究的有利证据证实，护理教育者可以采取专业认同干预措施来提高护理学生的职业使命感。
