Latent profile analysis of healthcare-related regret coping among Master of Nursing specialist students during clinical internships: A multi-center cross-sectional study

IF 4.2 2区医学 Q1 EDUCATION, SCIENTIFIC DISCIPLINES

Nurse Education Today Pub Date : 2025-08-28 DOI:10.1016/j.nedt.2025.106858

Zhongchen Luo , Zhong Li , Yiping Zheng , Yuna Li , Qing Wang , Hongli Chen , Yan Yang , Jing Yu , Jiao Tang , Xiaotong Ding

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引用次数: 0

Abstract

Background

Healthcare-related regret (HRR) is frequently encountered by healthcare professionals, even in the early clinical stages. Effective coping strategies are essential for mental well-being, professional performance, and career satisfaction. However, the specific coping mechanisms used by Master of Nursing specialist (MNS) students during clinical internships are not well understood. Identifying these coping patterns and related factors is crucial for enhancing nursing education and student support.

Aim

To identify latent profiles of healthcare-related regret coping among MNS students and explore the associated characteristics of each class.

Design

A multi-center cross-sectional study using latent profile analysis.

Participants

261 Master of Nursing specialist postgraduate students from 45 nursing universities across China were selected between September 2022 and November 2023.

Methods

General questionnaires were used for data collecting, including sociodemographic data, characteristics of Healthcare-Related Regret Events, Care-Related Regret Coping Scale for Healthcare Professionals, Chinese Version of the Medical Student Safety Attitudes and Professionalism Survey, and NASA Task Load Index. Latent profile analysis identified different coping patterns.

Results

Latent profile analysis revealed three distinct classes of healthcare-related regret coping: Class 1, “Avoidant Coping Style”, Class 2, “Emotion-Dominant High Coping Style”, and Class 3, “Balanced Adaptive Coping Style”. Significant differences were found between these classes regarding involvement in medical errors, use of sleep medication, physical demand, performance, effort, frustration, and patient safety attitudes and professionalism.

Conclusions

This study identifies three distinct healthcare-related regret coping patterns among MNS students during clinical internships. The findings indicate the need for tailored interventions based on coping styles, such as emotional regulation training for individuals with avoidant coping styles and psychological resilience training for individuals with emotion-dominant coping styles. Nursing educators and clinical supervisors should consider these coping profiles when developing programs to enhance students' resilience and professional development during internships.

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护理硕士专业学生临床实习期间医疗相关后悔应对的潜在特征分析：一项多中心横断面研究

医疗保健相关后悔（HRR）是医疗保健专业人员经常遇到的问题，即使是在早期临床阶段。有效的应对策略对心理健康、职业表现和职业满意度至关重要。然而，护理专业硕士（MNS）学生在临床实习期间的具体应对机制尚不清楚。识别这些应对模式及其相关因素对加强护理教育和学生支持至关重要。目的探讨MNS学生医疗后悔应对的潜在特征，并探讨各班级的相关特征。设计一项使用潜在剖面分析的多中心横断面研究。在2022年9月至2023年11月期间，从中国45所护理大学挑选了261名护理专业硕士研究生。方法采用问卷调查法收集社会人口学资料、医疗后悔事件特征、医疗专业人员医疗后悔应对量表、中文版医学生安全态度与专业度调查、NASA任务负荷指数等数据。潜在剖面分析确定了不同的应对模式。结果医疗相关后悔应对分为三类：第一类为“回避型应对”，第二类为“情绪主导型高应对”，第三类为“平衡型适应性应对”。在涉及医疗差错、使用睡眠药物、身体需求、表现、努力、挫折以及患者安全态度和专业精神方面，这些班级之间存在显著差异。结论本研究确定了MNS学生在临床实习期间的三种不同的医疗相关后悔应对模式。研究结果表明，有必要根据不同的应对方式进行针对性的干预，如对回避型应对方式进行情绪调节训练，对情绪主导型应对方式进行心理弹性训练。护理教育工作者和临床主管在制定计划以提高学生在实习期间的适应能力和专业发展时，应该考虑这些应对概况。

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 Today 医学-护理

CiteScore

6.90

自引率

12.80%

发文量

349

审稿时长

58 days

期刊介绍： Nurse Education Today is the leading international journal providing a forum for the publication of high quality original research, review and debate in the discussion of nursing, midwifery and interprofessional health care education, publishing papers which contribute to the advancement of educational theory and pedagogy that support the evidence-based practice for educationalists worldwide. The journal stimulates and values critical scholarly debate on issues that have strategic relevance for leaders of health care education. The journal publishes the highest quality scholarly contributions reflecting the diversity of people, health and education systems worldwide, by publishing research that employs rigorous methodology as well as by publishing papers that highlight the theoretical underpinnings of education and systems globally. The journal will publish papers that show depth, rigour, originality and high standards of presentation, in particular, work that is original, analytical and constructively critical of both previous work and current initiatives. Authors are invited to submit original research, systematic and scholarly reviews, and critical papers which will stimulate debate on research, policy, theory or philosophy of nursing and related health care education, and which will meet and develop the journal''s high academic and ethical standards.