Associated factors of professional identity among nursing undergraduates during COVID-19:A cross-sectional study

Objectives Professional identity plays an important role in the long-term development of nurses,and it will change when public health emergency occurs.The objective of this study is to investigate the factors associated with the professional identity of nursing undergraduates in the epidemic of COVID-19.Methods A cross-sectional survey design with convenience sampling was used.A total of 3,875 nursing undergraduates were recruited from seven universities across China from March to April 2020.A general information questionnaire was used to collect students’information,and the Professional Identity Questionnaire for Nurse Students was used to survey their professional identity during the early and later stages of the first wave of the COVID-19 epidemic.Results The score of professional identity in the later stage(59.49±12.41)was higher than that in the early stage(56.96±12.61).The stepwise regression indicated that several factors were associated with professional identity,including gender,residential area,major,impact of the epidemic on intention to work after graduation,reasons for choosing nursing major and students’scores of professional identity in early stage.Conclusions Nursing educators can utilize the positive impact of responding to public health emergencies to increase the professional identity of students.Meanwhile,educators should give those students with lower professional identity more targeted education to cultivate their professional identity after the occurrence of public health emergencies.

Measurement of professional identity in Chinese nursing students

Objectives:Chinese nurses continue to display low professional identity.It is becoming an emergent issue in China how to help nurse students develop their positive professional identity.This paper is to develop the Professional Identity Scale for Nursing Students(PISNS).Methods:Literature review,and interviews with students and experts were adopted to develop initial item.Reliability and validity of the scale were respectively examined by computing internal consistency coefficient alpha and split-half Spearman Brown for equal length,and Exploratory Principle Component Factor Analysis.Results:Five factors with 17-item were obtained explaining 58.9%of the total variance.Cronbach’s alpha,and split-half reliability was 0.83 and 0.84 respectively.Conclusions:Given its high reliability and validity,PISNS could be used as a measurement tool for educators to evaluate the developing level of professional identity in nursing students and assess the effectiveness of corresponding interventions and strategies.

Correlation among academic self-efficacy,professional identity,and professional attitude of higher vocational nursing students

Objective:To analyze the influence of professional identity and academic efficacy on the professional attitude of higher vocational nursing students.Methods:A total of 656 higher vocational nursing students were investigated with general information questionnaire,academic self-efficacy scale,professional identity scale,and professional attitude scale of nursing students.Results:The score of professional attitude of higher vocational nursing students was(106.34±9.86),which is found to be in the upper middle level.The professional attitude of higher vocational nursing students is positively correlated with academic self-efficacy(P<0.05),and with learning ability self-efficacy(P<0.01).Professional cognition,professional will,and professional values have a positive predictive effect on the professional attitude of higher vocational nursing students(P<0.05).Conclusions:Academic self-efficacy and professional identity are important predictors of professional attitude.Learning behavior self-efficacy,professional cognition,professional will,and professional values have a significant impact on the establishment of positive professional attitude.

A study on the correlation between function motivation and professional identity among nursing volunteers

Objective:The objective of this study is to understand the status quo of function motivation and professional identity among nursing volunteers and explore the correlation between the two.Materials and Methods:A total of 3375 nursing volunteers from Nightingale Volunteer Service Group in Shanxi Province were investigated by using Occupational Identity Scale and Volunteer Functional Motivation Scale.Results:A total of 3375 questionnaires were issued and 3330 were recovered,among which 3324 were valid,with an effective recovery rate of 99.82%(3324/3330).The overall score of professional identity of nurses was 110.31±18.71,and the score of each dimension was 32.17±6.62 for professional cognitive evaluation dimension,22.77±3.74 for professional social support,21.31±4.09 for professional social skills,22.78±3.79 for professional frustration coping,and 11.32±2.03 for professional self-reflection.The total score of function motivation was 157.12±29.92.The above five dimensions of nurse’s professional identity scale were positively correlated with the total score of function motivation of nursing volunteers(r=0.044,0.035,0.034,0.035,and 0.042,respectively,all P<0.05).Conclusion:The functional motivation and professional identity of nursing volunteers in Shanxi Province are in the middle level in China.Therefore,it is necessary for the hospital to stimulate nursing staff’s enthusiasm about participation by carrying out multi-channel and multi-form volunteer service projects,enhance their professional identity,and make them better give back nursing professional skills to the society.

Cultural Other-Orientation in Foreign Teachers＇ Constructing Professional Identity A Case Study in Tertiary Education in China

Teachers＇ professional identity has developed into a separate research field for the past two decades, which has attracted studies on the construction, traits, and methodology. That of foreign teachers in cross-cultural working conditions has aroused new research interests. A case study of foreign teachers in tertiary education in China has been done. An analysis is made in terms of the situation and characteristics of their constructing professional identiy on the basis of the case study

Research on the Reality of Professional Identity of Teaching of Primary Education Undergraduates—A Case Study on N Higher Normal University

This paper is a reality research on professional identity of teaching of primary education undergraduates of N Higher Normal University.The research was conducted from four dimensions:professional desire and expectation,professional will,professional value,and professional performance.SPSS25.0 was applied in this research to analyze the data.The results indicate that primary education undergraduates have a relatively high level of professional identity of teaching.Besides,there are no significant differences in aspects of gender,class,only child,and professional identity of teaching,whereas the difference in the possession of a teacher qualification certificate is prominent.

Research progress on professional identity assessment tools for nursing students in China

This paper introduced the concept of nursing students’ professional identity and described the development process.At the same time this paper introduced the assessment content, applicable population and scoring methods.Reliability and validity of the scales and the application status of commonly used assessment tools of professionalidentity of nursing students were introduced. This study aims to provide guidance for clinical staff and nursingeducators to select targeted professional identity assessment tools for nursing students.

Changes and Characteristics of EFL Teachers' Professional Identity:The Cases of Nine University Teachers

Teacher identity has emerged as a central topic in educational research since 1990s. Professional identity among university EFL teachers is however understudied, especially those were engaged in in-service PhD study. Drawing on the interviews with nine EFL teachers in a Chinese university, this qualitative case research explored the changes of their professional identity with in-service PhD study experience. Positive changes were reported by all nine teachers, although with varied loci. Consistent with prior studies, the nine teachers demonstrated multi-leveled, achievement-oriented and discipline-focused professional identities. This research highlights the powerful influence of policy upon their identity changes. Their professional identities are shaped and reshaped in the process of negotiating and balancing between personal beliefs and rules at different levels. Teachers with non-English PhD academic background displayed conflicting professional identity, with institutional pressure being the important sources of their struggle and dilemma.

Chinese Teachers’Professional Identity and Beliefs about the Teacher-Student Relationships in an Intercultural Context

This paper presents a qualitative study of immigrant Chinese teachers’professional identity and beliefs about the teacher-student relationship in an intercultural context.Theoretically,this study takes its departure from a sociocultural perspective on understanding professional identity.The empirical analysis in the study drew mainly upon ethnographic interviews with a group of Chinese language teachers in Denmark concerning their life experiences,perceptions,and beliefs.The results of this study suggest that teachers’beliefs about their roles as teachers and about student-teacher relationships are shaped by both their prior experiences and backgrounds and the current social and cultural contexts in which they are situated.Changes of context(e.g.,from China to Denmark)often lead to a transformation of their professional identity and beliefs.Being a teacher in an intercultural context often exposes them to the confrontation of diverse challenges and dilemmas.On one hand,teachers in this study generally experienced a transformation from being a moral role model,subject expert,authority and parental role to being a learning facilitator and culture worker.On the other hand,they developed diverse individualized coping strategies to handle student-teacher interactions and other aspects of teachers’professional identity.

A study on pertinent influencing factors on teachers’professional identity

In order to evaluate the present state of teachers’professional identity(TPI),177 teachers in primary and secondary schools in Zibo of Shandong Province of China were surveyed by a questionnaire designed by the authors.The results reveals:(1)high professional identity for the overall level of teachers;(2)significant difference in genders and titles of professional positions;(3)significant difference between primary and secondary school teachers;(4)significant difference in professional motivations and satisfaction degrees of salaries among teachers.

The Dynamism of Teachers＇ Identity： The Case of Iranian EFL Teachers

Recent conceptualizations of professional identity as an ongoing process of interpretation and re-interpretation of experiences demonstrate that it is dynamic and subject to an ongoing learning process. In effect, identity is essentially viewed as fluid, dynamic, recursive, and discursive process in which statements about actions are translated into statements about states, and vice versa. Having these standpoints in mind, the present paper aims at depicting the profile of English as a foreign language （EFL） teachers＇ professional identity. The second purpose of this study is to examine the relationships among the components of teachers＇ professional identity as measured by Kao and Lin＇s （2015） model comprising six latent factors of teachers＇ professional identity： self-expectation （SE）, teachers＇ duties （TD）, external influential factors （EF）, pedagogy （PE）, instructional skills and knowledge （SK）, and teachers＇ citizenship behavior （CB）. This study also sought to scrutinize the dynamics of teachers＇ identity in accordance with their teaching experience, gender, and educational level. For these purposes, 110 EFL teachers were chosen from different language institutes in Mashhad, a city in northeastern Iran. The results indicated that SE received the highest value and EF obtained the lowest mean score in our sample. The highest correlation was observed between SK and PE, followed by the relationship between TD and PE. The results indicated that there were significant correlations between teachers＇ teaching experience and all the teachers＇ identity components. It was also found that there were statistically significant differences between male and females in four components of identity as follows： TD, PE, SK, and CB. The results showed that there were variations in teacher identity with regards to their educational level.

Analysis of ideological education status of male undergraduate nursing students

This article through the analysis of male nursing students after graduation employment status quo and the cause of low professional identity,to explore the status quo and countermeasures of male nursing student’s professional ideological education,to provide basis for male nursing students personalized training,to meet the needs of society and patient nursing diversification.