Zhang Ting, Su Dan, Yang Yajuan, Li Shuwen
School of Nursing, Anhui Medical University, Hefei, China.
Front Psychol. 2023 May 23;14:1123625. doi: 10.3389/fpsyg.2023.1123625. eCollection 2023.
Many studies have focused on undergraduate nursing students' professional identity (PI), but freshman nursing students (FNSs) have been ignored, and the relationship between interpersonal self-support (ISS) and PI is unknown. This study was designed to determine the patterns of ISS and its association with PI among Chinese FNSs.
A cross-sectional survey was conducted among 358 FNSs recruited from two nursing colleges in southeast China. Students completed the Sociodemographic Characteristics Questionnaire, the Interpersonal Self-Support Scale for Adolescent Students, and the Professional Identity Questionnaire for Nurse Students. Latent profile analysis (LPA) was used to determine the patterns of ISS among freshmen. The Bolck-Croon-Hagenaars method was used to examine the influencing role of ISS in PI.
LPA indicated that ISS could be classified into three subgroups: the ISS-Individualist group (7.54% of the total sample), ISS-Dependent group (63.13% of the total sample), and ISS-Extrovert group (29.33% of the total sample). Overall, these three profiles differed significantly in the five dimensions of ISS and PI ( < 0.05). The results of pairwise comparisons examined the positive role of the ISS-Extrovert group on the promotion of PI among FNSs.
These findings emphasize the need for the promotion of PI and ISS among Chinese FNSs. Freshman students need more confidence and general communication knowledge to maintain harmonious social relationships with others. Parent-teacher association could be applied to nursing education to guide FNSs' positive development of ISS.
许多研究聚焦于本科护理专业学生的专业认同感(PI),但大一护理专业学生(FNSs)被忽视了,且人际自我支持(ISS)与PI之间的关系尚不清楚。本研究旨在确定中国大一护理专业学生中ISS的模式及其与PI的关联。
对从中国东南部两所护理学院招募的358名大一护理专业学生进行横断面调查。学生们完成了社会人口学特征问卷、青少年学生人际自我支持量表和护生专业认同问卷。采用潜在剖面分析(LPA)来确定大一学生中ISS的模式。使用Bolck-Croon-Hagenaars方法检验ISS在PI中的影响作用。
LPA表明,ISS可分为三个亚组:ISS-个人主义组(占总样本的7.54%)、ISS-依赖组(占总样本的63.13%)和ISS-外向组(占总样本的29.33%)。总体而言,这三种剖面在ISS和PI的五个维度上存在显著差异(<0.05)。两两比较的结果检验了ISS-外向组对促进大一护理专业学生PI的积极作用。
这些发现强调了在中国大一护理专业学生中促进PI和ISS的必要性。大一学生需要更多信心和一般沟通知识来与他人保持和谐的社会关系。家长教师协会可应用于护理教育,以指导大一护理专业学生ISS的积极发展。