Professional Identity, Occupational Self-Efficacy, and Professional Adaptability Level Among Nursing Students
https://doi.org/10.70228/YJHER2024021
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ABSTRACT
The professional identity of nursing students, encompassing their cognition, emotion, and valuation of the nursing profession, plays a pivotal role in their career trajectories and job performance. Self-efficacy, defined as their confidence and belief in their nursing abilities, is another determinant of their academic and workplace success. Professional adaptation entails the gradual assimilation of nursing students into the profession, involving the mastery of knowledge and skills and achieving professional growth. These elements are paramount for nursing students' personal and professional development and the overall quality of nursing care. The outbreak of the novel coronavirus has profoundly impacted the global healthcare landscape, necessitating a heightened emphasis on nursing students' professional identity, self-efficacy, and adaptation. In this descriptive correlational study, conducted from June to August 2022, we investigated these factors among 651 nursing students from Henan Province, China, using random sampling and data collection via the WeChat platform. The findings reveal a positive correlation between nursing students' professional identity, self-efficacy, and professional adaptation. Students who strongly identify with the nursing profession demonstrate higher levels of confidence in their abilities and are better equipped to adapt to the demands of the field. These insights underscore the importance of fostering a strong professional identity and self-efficacy among nursing students while providing support and attention to their professional adaptation. By enhancing these aspects of nursing education, we can empower students to deliver higher-quality healthcare services in the future. This study contributes to a deeper understanding of the interconnectedness of professional identity, self-efficacy, and adaptability in nursing students, paving the way for more targeted interventions in nursing education and improved student and patient outcomes.
Keywords: professional identity, self-efficacy, adaptability, nursing students, nursing education
Volume 10, 2022 EDITION
Published 2022
Editor's Note
Dear Readers, Welcome to Volume 10 of the Journal of Higher Education Research, where we proudly present a collection of scholarly works that explore the complex intersections of nursing education, professional development, and healthcare practice. This edition is a testament to the dedication of educators, researchers, and practitioners who continue to address the challenges and opportunities shaping healthcare today. In this volume, Yao and Lachica investigated on some factors that affect self-efficacy and medication adherence in patients with type-2 diabetes. Their study sheds light on how both demographic and psychological factors play significant role in type-2 diabetes and how nursing inventions can address these challenges. Meanwhile, Wang and Cadena explore the dynamic interplay of self-efficacy, resilience, and professional identity among nursing students, a foundation for their success in clinical environments. The study of Zhou and Trajera focuses on the lived experiences of people with heart failure throughout the different phases of life’s transition. Their work emphasizes the importance of moving from hospital to homes as an important stage affecting the quality of life, adherence to medication and readmission rates of heart failure patients. Similarly, Shan and Trajera highlight the lived experiences of postgraduate nursing students in clinical settings, enlightening the complexities and nuances that impact their educational experiences. In the realm of aging and chronic illness, Min and Diva investigate cognitive frailty in older adults with coronary heart disease during hospitalization. Their study offers holistic approach into improving both cognitive and physical outcomes for this vulnerable population. This theme of resilience and coping extends into the workplace, where Wu and Cadena explore burnout levels among nurses during the COVID-19 pandemic, identifying key stressors and strategies for addressing them. Jiang and Garcia contribute an insightful examination of occupational identity and humanistic care among nursing interns and clinical nurses. Their findings highlight the factors influencing the levels occupational character and humanistic services for interns and clinical nurses. Similarly, Xin and Espinosa investigate professional identity, occupational self-efficacy, and adaptability among nursing students, shedding light on the attributes necessary to thrive in today’s dynamic healthcare environments. Finally, Flores and Trajera offer a poignant exploration of the lived experiences of COVID-19-infected nurses on the frontlines. Their study is a powerful reminder of the resilience and sacrifices made by healthcare workers during one of the most challenging times in modern history. Together, these works provide a rich tapestry of insights that reflect the evolving challenges in nursing education and healthcare practice. They invite us to rethink strategies for teaching, learning, and delivering care in ways that prioritize adaptability, resilience, and humanistic values. We extend our gratitude to the authors for their invaluable contributions and to our reviewers for their diligent efforts in shaping this volume. Special thanks to the dedicated staff and Dr. Lota Largavista, Director of our Publication and Engagement Office, for their unwavering support in making this issue possible. We look forward to fruitful engagement with you through this publication and hope these studies inspire you to innovate, collaborate, and contribute to the advancement of education and healthcare research. Sincerely, JOVAL N. MARTINEZ Editor-in-Chief