Ahmadi Fatemeh, Shaker Hamidreza, Eterafi Majid, Kamran Aziz
Students Research Committee, Ardabil University of Medical Sciences, Ardabil, Islamic Republic of Iran.
School of Medicine, Ardabil University of Medical Sciences, Ardabil, Iran.
BMC Nurs. 2023 Jun 26;22(1):219. doi: 10.1186/s12912-023-01389-4.
Perception of nursing roles among nursing students significantly influences their active engagement in nursing processes and care delivery. However, there is evidence to suggest that students' interest in and perceptions from the nursing profession at the undergraduate level are often insufficient.
This study aimed to assess nursing students' perceptions of nursing role function and identify areas that require improvement.
A cross-sectional study was conducted in 2021 among nursing students in the third- and fourth-years from three faculties in the Ardabil Province. The participants were selected through census sampling. The data were collected through interviews with the Standardized Professional Nursing Role Function (SP-NRF) questionnaire. Statistical analysis was performed using the SPSS-18 software at a significance level of less than 0.05.
A total of 320 nursing students participated in this study. The mean score for nursing role perception was 223.1 ± 20.3 out of 255. The results indicated significant gender differences in the mean scores of perception of the nursing role function, particularly in the supportive, professional-moral care, and professional-educational dimensions. Women scored significantly higher than men did (P < .05). Additionally, students who obtained a mean score of 19 to 20 (A) had significantly higher total scores in perception of the nursing role function than other students. Furthermore, a positive correlation was observed between students' interest in nursing and their perceived ability with nursing role perception (r = .282, P < .01) and all its dimensions.
Overall, nursing students demonstrated a favorable perception of nursing role function. However, their perception of mental and spiritual care was relatively weak. These findings highlight the need to review nursing education programs and incorporate the spiritual care dimension to enhance students' understanding of and preparation for their role as nurses.
护理专业学生对护理角色的认知显著影响他们在护理过程和护理服务中的积极参与度。然而，有证据表明，本科层次的学生对护理专业的兴趣和认知往往不足。
本研究旨在评估护理专业学生对护理角色功能的认知，并确定需要改进的领域。
2021年对阿尔达比勒省三所学院的大三和大四护理专业学生进行了一项横断面研究。通过普查抽样选取参与者。通过使用标准化专业护理角色功能（SP-NRF）问卷进行访谈收集数据。使用SPSS-18软件进行统计分析，显著性水平小于0.05。
共有320名护理专业学生参与了本研究。护理角色认知的平均得分为255分中的223.1±20.3分。结果表明，在护理角色功能认知的平均得分上存在显著的性别差异，特别是在支持性、职业道德护理和专业教育维度。女性得分显著高于男性（P＜0.05）。此外，平均得分在19至20分（A）的学生在护理角色功能认知方面的总分显著高于其他学生。此外，学生对护理的兴趣与他们对护理角色认知的感知能力（r = 0.282，P＜0.01）及其所有维度之间存在正相关。
总体而言，护理专业学生对护理角色功能表现出良好的认知。然而，他们对心理和精神护理的认知相对薄弱。这些发现凸显了审查护理教育项目并纳入精神护理维度以增强学生对护士角色的理解和准备的必要性。
