Yu Hongyu, Wen Guimin
School of Nursing, Jinzhou Medical University, Jinzhou, Liaoning, P.R. China.
BMC Nurs. 2025 Jul 1;24(1):678. doi: 10.1186/s12912-025-03380-7.
The rapid transformation of healthcare environments, intensifying employment competition, and emerging entrepreneurial opportunities in healthcare highlight entrepreneurial ability as an essential quality for nursing undergraduates to address professional challenges. Current educational systems inadequately cultivate critical entrepreneurial skills, and research in this area remains scarce. A systematic evaluation of their entrepreneurial abilities and influencing factors is urgently needed to bridge the education-practice gap and empower nursing professionals to drive innovation-driven development in healthcare.
To assess nursing undergraduates'entrepreneurial abilities, identify influencing factors, and propose actionable strategies to enhance innovation-driven adaptability, supporting healthcare transformation and evidence-based education policies.
A cross-sectional survey was conducted at the nursing school of a university. Data was collected from 521 undergraduate nursing students using convenience sampling from March to April 2023. The Self-Assessment Scale for Entrepreneurial Ability of College Students was used to assess the entrepreneurial abilities of participants. A multiple linear regression was performed to identify factors related to entrepreneurial abilities.
The mean score of nursing undergraduates' entrepreneurial abilities was 3.80 (SD = 0.647). Among the sub-dimensions, social coping abilities scored the highest (3.92, SD = 0.663), while basic entrepreneurial abilities had the lowest score (3.69, SD = 0.740). Independent t-tests and ANOVA revealed higher entrepreneurial competency scores among nursing undergraduates with: Higher comprehensive academic performance rankings, Only-child status, urban family residence, parents holding college or associate degrees, class leadership experience, practical social experience, entrepreneurial exposure, participation in entrepreneurship-related competitions/lectures/forums, awareness of national entrepreneurship policies, and neutral family attitudes toward entrepreneurship.Multiple linear regression analysis reveals that comprehensive academic performance rankings, class leadership experience, parents' educational level, and family members' attitudes towards entrepreneurship significantly influence their entrepreneurial abilities (p-value = 0.000), accounting for 19.3% of the total variance.
These findings underscore the need to integrate targeted entrepreneurship training-particularly in opportunity identification, risk management, and resource mobilization-into nursing curricula to address skill gaps. Future research should explore longitudinal impacts of educational interventions, cross-cultural comparisons of entrepreneurial competency frameworks, and the role of institutional policies in fostering healthcare innovation. Practically, this study advocates for policy reforms that incentivize experiential learning (e.g., entrepreneurship practicums) and family engagement programs to align educational outcomes with evolving healthcare demands.
医疗环境的快速转变、就业竞争的加剧以及医疗领域新兴的创业机会，凸显了创业能力作为护理专业本科生应对职业挑战的一项基本素质。当前的教育体系在培养关键创业技能方面存在不足，且该领域的研究仍然匮乏。迫切需要对护理专业本科生的创业能力及其影响因素进行系统评估，以弥合教育与实践之间的差距，并使护理专业人员能够推动医疗领域的创新驱动发展。
评估护理专业本科生的创业能力，识别影响因素，并提出可行的策略以增强创新驱动的适应性，支持医疗转型和基于证据的教育政策。
在一所大学的护理学院进行了一项横断面调查。于2023年3月至4月采用便利抽样法从521名护理专业本科学生中收集数据。使用《大学生创业能力自我评估量表》来评估参与者的创业能力。进行多元线性回归以识别与创业能力相关的因素。
护理专业本科生创业能力的平均得分为3.80（标准差=0.647）。在各子维度中，社会应对能力得分最高（3.92，标准差=0.663），而基本创业能力得分最低（3.69，标准差=0.740）。独立样本t检验和方差分析显示，在以下护理专业本科生中创业能力得分较高：综合学业成绩排名较高、独生子女身份、城市家庭住址、父母拥有大学或大专学历、班级领导经验、实践社会经验、创业经历、参与创业相关竞赛/讲座/论坛、了解国家创业政策以及家庭对创业持中立态度。多元线性回归分析显示，综合学业成绩排名、班级领导经验、父母教育水平以及家庭成员对创业的态度对其创业能力有显著影响（p值=0.000），占总方差的19.3%。
这些研究结果强调有必要将有针对性的创业培训——特别是在机会识别、风险管理和资源调动方面——纳入护理课程，以弥补技能差距。未来的研究应探讨教育干预的纵向影响、创业能力框架的跨文化比较以及机构政策在促进医疗创新中的作用。实际上，本研究倡导政策改革，以激励体验式学习（如创业实习）和家庭参与计划，使教育成果与不断变化的医疗需求相匹配。
