Yi-Bei ZHOUCHEN , Shi-Yun WANG , Shu-Li SHEN , Yu-Ting ZHOU , Sharon R. REDDING , Yan-Qiong OUYANG
{"title":"专业认同对 \"双一流 \"大学护理本科生学习幸福感的影响：自我调节学习的中介效应","authors":"Yi-Bei ZHOUCHEN , Shi-Yun WANG , Shu-Li SHEN , Yu-Ting ZHOU , Sharon R. REDDING , Yan-Qiong OUYANG","doi":"10.1016/j.nedt.2024.106382","DOIUrl":null,"url":null,"abstract":"<div><h3>Objectives</h3><p>The pressure of internal competition at the college level has increased in recent years in China with an impact on nursing students' learning and well-being. This study aimed to investigate the current situation and factors affecting professional identity, learner well-being and self-regulated learning of undergraduate nursing students in the <em>Neijuan</em> ecology of the “double tops” universities, and to explore the relationships between these three variables.</p></div><div><h3>Methods</h3><p>A cross-sectional design was adopted to conduct an online survey of 322 Chinese undergraduate nursing students from seven “double tops” universities. The survey included socio-demographics characteristics, students' professional identity, learner well-being, and self-regulated learning.</p></div><div><h3>Results</h3><p>Results of Pearson correlation analysis showed that professional identity was significantly and positively correlated with learner well-being (<em>R</em> = 0.795, <em>p</em> < 0.001); professional identity was significantly and positively correlated with self-regulated learning (<em>R</em> = 0.843, <em>p</em> < 0.001); and, self-regulated learning was significantly and positively correlated with learner well-being (<em>R</em> = 0.852, <em>p</em> < 0.001). After mediation effect testing, self-regulated learning had a mediating effect between professional identity and learner well-being (95 % CI 0.366–0.548, <em>p</em> < 0.001). Professional identity had a positive predictive effect on self-regulated learning (a = 0.570, p < 0.001), and self-regulated learning also had a positive predictive effect on learner well-being (b = 0.798, p < 0.001). The direct effect of professional identity on learner well-being (0.225) and its mediating effect (0.455) account for 33.1 % and 66.9 % of the total effect (0.680), respectively.</p></div><div><h3>Conclusions</h3><p>The learner well-being of undergraduate Chinese nursing students is in the middle to upper range, and it is crucial to enhance professional identity and develop students' self-regulated learning to improve their learner well-being. This study provides empirical evidence to support the mediating effect of self-regulated learning on the relationship between professional identity and learner well-being among undergraduate nursing students in “double tops” universities. Universities are expected to strengthen career planning guidance and professional competence training for students as early as possible in order to develop quality nursing education programs that produce graduates who enter and remain in the workforce.</p></div>","PeriodicalId":54704,"journal":{"name":"Nurse Education Today","volume":"143 ","pages":"Article 106382"},"PeriodicalIF":3.6000,"publicationDate":"2024-08-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Impact of professional identity on learner well-being of undergraduate nursing students of “double tops” universities: Mediating effect of self-regulated learning\",\"authors\":\"Yi-Bei ZHOUCHEN , Shi-Yun WANG , Shu-Li SHEN , Yu-Ting ZHOU , Sharon R. REDDING , Yan-Qiong OUYANG\",\"doi\":\"10.1016/j.nedt.2024.106382\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<div><h3>Objectives</h3><p>The pressure of internal competition at the college level has increased in recent years in China with an impact on nursing students' learning and well-being. This study aimed to investigate the current situation and factors affecting professional identity, learner well-being and self-regulated learning of undergraduate nursing students in the <em>Neijuan</em> ecology of the “double tops” universities, and to explore the relationships between these three variables.</p></div><div><h3>Methods</h3><p>A cross-sectional design was adopted to conduct an online survey of 322 Chinese undergraduate nursing students from seven “double tops” universities. The survey included socio-demographics characteristics, students' professional identity, learner well-being, and self-regulated learning.</p></div><div><h3>Results</h3><p>Results of Pearson correlation analysis showed that professional identity was significantly and positively correlated with learner well-being (<em>R</em> = 0.795, <em>p</em> < 0.001); professional identity was significantly and positively correlated with self-regulated learning (<em>R</em> = 0.843, <em>p</em> < 0.001); and, self-regulated learning was significantly and positively correlated with learner well-being (<em>R</em> = 0.852, <em>p</em> < 0.001). After mediation effect testing, self-regulated learning had a mediating effect between professional identity and learner well-being (95 % CI 0.366–0.548, <em>p</em> < 0.001). Professional identity had a positive predictive effect on self-regulated learning (a = 0.570, p < 0.001), and self-regulated learning also had a positive predictive effect on learner well-being (b = 0.798, p < 0.001). The direct effect of professional identity on learner well-being (0.225) and its mediating effect (0.455) account for 33.1 % and 66.9 % of the total effect (0.680), respectively.</p></div><div><h3>Conclusions</h3><p>The learner well-being of undergraduate Chinese nursing students is in the middle to upper range, and it is crucial to enhance professional identity and develop students' self-regulated learning to improve their learner well-being. This study provides empirical evidence to support the mediating effect of self-regulated learning on the relationship between professional identity and learner well-being among undergraduate nursing students in “double tops” universities. Universities are expected to strengthen career planning guidance and professional competence training for students as early as possible in order to develop quality nursing education programs that produce graduates who enter and remain in the workforce.</p></div>\",\"PeriodicalId\":54704,\"journal\":{\"name\":\"Nurse Education Today\",\"volume\":\"143 \",\"pages\":\"Article 106382\"},\"PeriodicalIF\":3.6000,\"publicationDate\":\"2024-08-30\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Nurse Education Today\",\"FirstCategoryId\":\"3\",\"ListUrlMain\":\"https://www.sciencedirect.com/science/article/pii/S0260691724002922\",\"RegionNum\":2,\"RegionCategory\":\"医学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q1\",\"JCRName\":\"EDUCATION, SCIENTIFIC DISCIPLINES\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Nurse Education Today","FirstCategoryId":"3","ListUrlMain":"https://www.sciencedirect.com/science/article/pii/S0260691724002922","RegionNum":2,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION, SCIENTIFIC DISCIPLINES","Score":null,"Total":0}
Impact of professional identity on learner well-being of undergraduate nursing students of “double tops” universities: Mediating effect of self-regulated learning
Objectives
The pressure of internal competition at the college level has increased in recent years in China with an impact on nursing students' learning and well-being. This study aimed to investigate the current situation and factors affecting professional identity, learner well-being and self-regulated learning of undergraduate nursing students in the Neijuan ecology of the “double tops” universities, and to explore the relationships between these three variables.
Methods
A cross-sectional design was adopted to conduct an online survey of 322 Chinese undergraduate nursing students from seven “double tops” universities. The survey included socio-demographics characteristics, students' professional identity, learner well-being, and self-regulated learning.
Results
Results of Pearson correlation analysis showed that professional identity was significantly and positively correlated with learner well-being (R = 0.795, p < 0.001); professional identity was significantly and positively correlated with self-regulated learning (R = 0.843, p < 0.001); and, self-regulated learning was significantly and positively correlated with learner well-being (R = 0.852, p < 0.001). After mediation effect testing, self-regulated learning had a mediating effect between professional identity and learner well-being (95 % CI 0.366–0.548, p < 0.001). Professional identity had a positive predictive effect on self-regulated learning (a = 0.570, p < 0.001), and self-regulated learning also had a positive predictive effect on learner well-being (b = 0.798, p < 0.001). The direct effect of professional identity on learner well-being (0.225) and its mediating effect (0.455) account for 33.1 % and 66.9 % of the total effect (0.680), respectively.
Conclusions
The learner well-being of undergraduate Chinese nursing students is in the middle to upper range, and it is crucial to enhance professional identity and develop students' self-regulated learning to improve their learner well-being. This study provides empirical evidence to support the mediating effect of self-regulated learning on the relationship between professional identity and learner well-being among undergraduate nursing students in “double tops” universities. Universities are expected to strengthen career planning guidance and professional competence training for students as early as possible in order to develop quality nursing education programs that produce graduates who enter and remain in the workforce.
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.
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