Factors that Influence Professional Socialization in Nursing Students: A Multigroup Analysis

Background: Nursing professional socialization significantly influences the sustainable development of nursing students’ careers. This study aims to examine the factors that influence professional socialization in nursing students. Methods: This is a quantitative study of a sample of 108 nursing students (80 females and 28 males). The Simulation Learning Effectiveness Scale, Caring Assessment Report Evaluation Q-sort, Self-Reflection and Insight Scale, and Holistic Nursing Competence Scale were used to collect the data on the independent variables. The Team Skills Scale, Nursing Image as a Profession questionnaire, and Nursing Professional Commitment Scale were used to assess the level of students’ nursing professional socialization, which is an outcome construct variable. A multigroup analysis was used to examine the professional socialization research model. Results: The full model findings show that individual learning effectiveness had a significantly positive effect on nursing students’ caring behavior and on self-reflection and insight. In addition, caring behavior and self-reflection and insight had a significantly positive effect on nursing competence. Finally, nursing competence also had a significantly positive effect on nursing professional socialization. Overall, all independent variables were significant predictors of nursing professional socialization, explaining 36.7% of the variance in the integrated model of professional socialization. In addition, a permutation test revealed no differences in the two comparisons’ path coefficient estimates in the model (female vs. male). Conclusion: It is important to further strengthen nursing students’ self-learning effectiveness to promote their self-reflection and caring behavior. Increasing students’ nursing competence is a key factor in improving their professional socialization.

Alternative Order Without Alternative Norms?

The Chinese government,especially under President Xi Jinping,is willing to propose an alternative to the existing US-led international order.Accordingly,new or alternative understandings of and approaches to the international order that are more finely attuned to China are increasingly sought,and it is therefore not surprising that the Chinese International Relations(IR)community is attempting to establish the conceptual or theoretical sources and normative rationales for an alternative international order by developing indigenous IR theories that reflect“Chinese characteristics”.However,whether China is able to define and actualise a“new normal”in international relations—whether,that is,it can have and exercise“normative power”—is contingent on the recognition of Chinese discourses of that alternative by other actors.A key question,then,is:if and to what extent are Chinese alternatives recognised beyond China?I address this question,with a focus on the issue of knowledge transmission and sharing in three large East Asian IR communities.More specifically,I analyse their conceptual,theoretical,and epistemological orientations.I also compare the orientations with American IR scholarship,using various forms of evidence,including the most recent Teaching,Research,and International Policy survey data.