Zhu Hongrui, Li Xianhong, Zhang Hua, Lin Xiujin, Qu You, Yang Lei, Ma Qiang, Zhou Chenchen
Hainan Medical University, 3 Xueyuan Road, Chengxi District, Haikou 571199, Hainan, China; Central South University, 172 Tongzipo Road, Yuelu District, Changsha 410013, Hunan, China.
Central South University, 172 Tongzipo Road, Yuelu District, Changsha 410013, Hunan, China.
Nurse Educ Today. 2024 Sep;140:106266. doi: 10.1016/j.nedt.2024.106266. Epub 2024 May 28.
Interprofessional education (IPE) has been advocated for all healthcare students, and readiness for interprofessional learning significantly influences its effectiveness. It is essential to explore the antecedent factors of readiness for interprofessional learning among nursing students to promote IPE. While a proactive personality might impact readiness for interprofessional learning, its specific role has remained unspecified.
To examine the mediation effects of perceived social support and professional identity on the association between proactive personality and readiness for interprofessional learning among nursing students.
The study utilised a cross-sectional design.
Research was conducted at two universities and two vocational schools in Hainan Province, China.
On-campus nursing students were invited to participate between March and May 2023.
A flyer was distributed to the participants with a QR code to scan to voluntarily complete the online survey, including the Readiness for Interprofessional Learning Scale (RIPLS), Proactive Personality Scale, Perceived Social Support Scale and Professional Identity Status Questionnaire Scale 5d. Descriptive analysis, Pearson associations and mediation analysis were conducted using SPSS software version 26.0 and PROCESS version 4.2 for SPSS.
The participants' average RIPLS score was 66.93 ± 9.28. Proactive personality (r = 0.633, p < 0.01), perceived social support (r = 0.605, p < 0.01) and professional identity (r = 0.549, p < 0.01) were all positively related to readiness for interprofessional learning. Meanwhile, the relationship between proactive personality and readiness for interprofessional learning was partly mediated by perceived social support (25.15 %), professional identity (13.35 %) and the chain effects (9.48 %) of perceived social support and professional identity.
The nursing students in Hainan, China demonstrated a medium level of readiness for interprofessional learning. Compound strategies that foster proactive personality, provide social support and boost positive professional identity are warranted to improve nursing students' readiness for interprofessional learning.
跨专业教育（IPE）已被倡导应用于所有医护专业学生，跨专业学习准备度对其效果有显著影响。探索护理专业学生跨专业学习准备度的先行因素对于促进跨专业教育至关重要。虽然积极主动型人格可能会影响跨专业学习准备度，但其具体作用仍不明确。
探讨感知社会支持和职业认同在护理专业学生积极主动型人格与跨专业学习准备度之间的关联中所起的中介作用。
本研究采用横断面设计。
研究在中国海南省的两所大学和两所职业学校进行。
2023年3月至5月期间，邀请在校护理专业学生参与。
向参与者发放带有二维码的传单，以便他们扫描自愿完成在线调查，调查内容包括跨专业学习准备度量表（RIPLS）、积极主动型人格量表、感知社会支持量表和职业认同状态问卷量表5d。使用SPSS 26.0软件版本和SPSS的PROCESS 4.2版本进行描述性分析、Pearson相关性分析和中介分析。
参与者的RIPLS平均得分为66.93 ± 9.28。积极主动型人格（r = 0.633，p < 0.01）、感知社会支持（r = 0.605，p < 0.01）和职业认同（r = 0.549，p < 0.01）均与跨专业学习准备度呈正相关。同时，积极主动型人格与跨专业学习准备度之间的关系部分由感知社会支持（25.15%）、职业认同（13.35%）以及感知社会支持和职业认同的链式效应（9.48%）介导。
中国海南的护理专业学生跨专业学习准备度处于中等水平。有必要采取综合策略培养积极主动型人格、提供社会支持并增强积极的职业认同，以提高护理专业学生的跨专业学习准备度。
