Yang Hao, Wang Xihong, Bai Ting, Zhang Jincheng, Zhang Hong, Peng Wentao, Liu Hongqian
Department of Medical Genetics/Prenatal Diagnostic Center, West China Second University Hospital, Sichuan University, Chengdu, Sichuan, China.
Key Laboratory of Birth Defects and Related Diseases of Women and Children (Sichuan University), Ministry of Education, Chengdu, Sichuan, China.
BMJ Open. 2025 May 23;15(5):e091848. doi: 10.1136/bmjopen-2024-091848.
To understand the current status of emotional intelligence, professional identity and humanistic care ability among standardised training nurses (STNs); to explore the mediating role of professional identity in the relationship between emotional intelligence and humanistic care ability; and to explore the potential mechanisms among these variables.
A cross-sectional study.
A tertiary hospital in Chengdu, China.
A total of 134 STNs were recruited through convenience sampling.
Using convenience sampling, 134 STNs were recruited. Participants completed the Nurse Professional Identity Scale (5-point Likert), the Humanistic Care Ability Scale (7-point Likert) and the Emotional Intelligence Scale (7-point Likert) to assess their levels of professional identity, humanistic care ability and emotional intelligence. Structural equation modelling was used to test the mediation model.
Participants completed the Nurses' Professional Identity Rating Scale, the Caring Ability Inventory and the Emotional Intelligence Scale. Pearson correlation and mediation analyses were performed using the PROCESS macro for SPSS.
STNs demonstrated low levels of humanistic care ability, moderate levels of professional identity and low levels of the ability to assess others' emotions. Emotional intelligence had a significant positive direct effect (0.798) on humanistic care ability and professional identity partially mediated (0.109) this relationship.
Emotional intelligence directly enhances humanistic care ability, and professional identity plays a partial mediating role. Integrating emotional intelligence and professional identity training into standardised nurse education may strengthen humanistic care competencies. Targeted emotional intelligence training for STNs may enhance empathy and professional identity, thereby improving humanistic care ability and contributing to better doctor-patient relationships.
了解规范化培训护士的情商、职业认同和人文关怀能力现状；探讨职业认同在情商与人文关怀能力关系中的中介作用；并探索这些变量之间的潜在机制。
横断面研究。
中国成都的一家三级医院。
通过便利抽样招募了134名规范化培训护士。
采用便利抽样法，招募了134名规范化培训护士。参与者完成护士职业认同量表（5点李克特量表）、人文关怀能力量表（7点李克特量表）和情商量表（7点李克特量表），以评估他们的职业认同、人文关怀能力和情商水平。采用结构方程模型检验中介模型。
参与者完成护士职业认同评定量表、关怀能力量表和情商量表。使用SPSS的PROCESS宏进行Pearson相关性分析和中介分析。
规范化培训护士的人文关怀能力水平较低，职业认同水平中等，他人情绪评估能力水平较低。情商对人文关怀能力有显著的正向直接效应（0.798），职业认同部分中介了这种关系（0.109）。
情商直接提高人文关怀能力，职业认同起部分中介作用。将情商和职业认同培训纳入规范化护士教育可能会增强人文关怀能力。针对规范化培训护士的定向情商培训可能会增强同理心和职业认同，从而提高人文关怀能力，有助于建立更好的医患关系。
