Latent profiles of narrative competence and professional identity among nursing students: A cross-sectional analytic study based on the Ring theory of personhood
Zhuo-er Huang , Zhuo-heng Li , Xing Qiu , Yi-hua Chen , Wang-lin Luo , Ya-qian Fu , Yang Xiong , Qi-feng Yi
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Abstract
Aim
To identify latent profiles of narrative competence in nursing students and examine the association between the potential competence profiles and professional identity from a person-centred perspective.
Background
According to the Ring theory of personhood, nursing students can develop their professional identities from individual, relational and social aspects through interaction with patients, as well as listening to, understanding and responding to patients' disease narratives. However, few studies have examined the relationship between narrative competence and professional identity through the quantitative method.
Design
A cross-sectional analytic study.
Methods
A total of 472 nursing students responded to the survey between March and May 2023. The Professional Identity Questionnaire for Nurse Students and the Narrative Competence Scale were given to participants. Latent profile analysis was conducted to identify narrative competence profiles. The Bolck-Croon-Hagenaars method was used to analyse whether these latent profiles for narrative competence affected nursing students’ general, individual, interpersonal and social professional identities.
Results
Latent profiles were identified as “low narrative competence” (12.1 %), “relatively low narrative competence” (39.9 %), “moderate narrative competence” (40.1 %) and “high narrative competence” (7.9 %). The profiles only show level differences rather than combinations of competence areas. These profiles had varying effects on the nursing students’ general professional identities, as well as their individual, relational and social professional identities.
Conclusion
This study highlights the significance of providing tailored guidance and support to nursing students, taking into account their unique narrative competency profile, to promote the formation of professional identity from individual, relational and social aspects. Nursing educators should effectively distinguish nursing students with inadequate narrative competence and value patients’ disease narratives to promote narrative competence and professional identity.
Aim To identify latent profiles of narrative competence in nursing students and examine the association between the potential competence profiles and professional identity from a person-centred perspective.背景根据人格环理论,护理专业学生可以通过与患者的互动,以及倾听、理解和回应患者的疾病叙述,从个体、关系和社会等方面发展其专业身份。然而,很少有研究通过定量方法研究叙事能力与职业认同之间的关系。设计横断面分析研究。方法2023年3月至5月期间,共有472名护理专业学生回答了调查问卷。向参与者发放了《护理专业学生职业认同问卷》和《叙事能力量表》。通过潜在特征分析,确定了叙事能力特征。结果发现的潜在特征包括 "低叙事能力"(12.1%)、"相对低叙事能力"(39.9%)、"中等叙事能力"(40.1%)和 "高叙事能力"(7.9%)。这些概况只显示了水平差异,而不是能力领域的组合。这些特征对护生的一般职业认同以及个人、关系和社会职业认同产生了不同的影响。结论本研究强调了根据护生独特的叙事能力特征为其提供有针对性的指导和支持的意义,从个人、关系和社会方面促进其职业认同的形成。护理教育者应有效区分叙事能力不足的护生,重视患者的疾病叙事,以促进叙事能力和专业认同。
期刊介绍:
Nurse Education in Practice enables lecturers and practitioners to both share and disseminate evidence that demonstrates the actual practice of education as it is experienced in the realities of their respective work environments. It is supportive of new authors and will be at the forefront in publishing individual and collaborative papers that demonstrate the link between education and practice.