Centrality and bridge connections between cognitive emotion regulation strategies and professional identity among Chinese undergraduate nursing students: A network analysis

IF 3.3 3区医学 Q1 NURSING

Nurse Education in Practice Pub Date : 2024-10-01 DOI:10.1016/j.nepr.2024.104151

Jingya Liu, Haoran Zhang, Siyu Tao, Jie He, Shuwen Li

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引用次数: 0

Abstract

Aim

To construct a network structure for cognitive emotion regulation among Chinese undergraduate nursing students and identify central nodes and to explore the bridge connections between cognitive emotion regulation strategies and professional identity from the perspective of network analysis.

Background

Undergraduate nursing students are currently in a poor psychological condition and cognitive emotion regulation strategies can help them use positive approaches to regulate their emotions. There may be a link between cognitive emotion regulation strategies and professional identity.

Design

This was a cross-sectional study that used network analysis.

Method

A total of 218 Chinese undergraduate nursing students were selected and surveyed using the Cognitive Emotion Regulation Questionnaire and the Professional Identity Questionnaire. A network analysis model was constructed and the related indices were calculated using R 4.3.0 software.

Results

Network analysis showed that the central nodes of undergraduate nursing students’ cognitive emotion regulation strategies were positive reappraisal, refocusing on planning and catastrophising; In the bridge network of cognitive emotion strategies and professional identity, professional self-concept, positive reappraisal, benefits of stay and risk of resignation and refocusing on planning were the nodes with the strongest bridge strength.

Conclusion

The salient central and bridge nodes can serve as potential targets for interventions aimed at improving the mental health of undergraduate nursing students. Nursing educators must be trained in cognitive emotion regulation and appropriately guided to use positive emotion regulation strategies in their studies and work. Educators should focus on the relation between cognitive emotion regulation and professional identity to improve the mental health of nursing students and stabilise the nursing workforce.

查看原文本刊更多论文

中国护理本科生认知情绪调节策略与职业认同之间的中心性和桥状联系：网络分析

目的：构建中国护理本科生认知情绪调节的网络结构，确定中心节点，并从网络分析的角度探讨认知情绪调节策略与职业认同之间的桥梁联系。背景：目前，护理本科生的心理状况不佳，认知情绪调节策略可以帮助他们用积极的方法调节情绪：背景：护理本科生目前的心理状况不佳，认知情绪调节策略可以帮助他们使用积极的方法调节情绪。认知情绪调节策略与职业认同之间可能存在联系：设计：这是一项采用网络分析的横断面研究：方法：选取 218 名中国护理本科生，使用认知情绪调节问卷和职业认同问卷进行调查。结果：网络分析表明，认知情绪调节问卷和职业认同问卷的中心节点与职业认同问卷的中心节点之间存在着显著的相关性，而职业认同问卷的中心节点与认知情绪调节问卷的中心节点之间存在着显著的相关性：网络分析结果显示，本科护生认知情绪调节策略的中心节点为积极再评价、重新关注计划和灾难化；在认知情绪策略与职业认同的桥梁网络中，职业自我概念、积极再评价、留任的益处和辞职的风险、重新关注计划是桥梁强度最强的节点：突出的中心节点和桥梁节点可作为干预措施的潜在目标，以改善护理本科生的心理健康。护理教育者必须接受认知情绪调节方面的培训，并适当引导他们在学习和工作中使用积极的情绪调节策略。教育者应关注认知情绪调节与职业认同之间的关系，以改善护理专业学生的心理健康，稳定护理人员队伍。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Nurse Education in Practice NURSING-

CiteScore

5.40

自引率

9.40%

发文量

180

审稿时长

51 days

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.