Correlation between professional identity of nursing undergraduates during clinical practice and self-efficacy and teachers' supporting

Abstract

Objective To explore the status of professional identity of nursing undergraduates during clinical practice and self-efficacy and teachers' supporting and the correlation between its former and the latter two factors. Methods Questionnaires were used to investigate 188 nursing undergraduate students of grade 2012 in university. Results For the practicing nursing undergraduates, the overall scores of professional identity, self-efficacy and teachers' supporting were (104.30±15.20) points, (24.23± 5.13) points and (117.30±14.45) points. It showed a significant positive correlation between self-efficacy, teachers' supporting and professional identity (r=0.555, 0.467, P < 0.01). Conclusions To know the relationship of self-efficacy, teachers' supporting and professional identity could help to improve the level of professional identity, promote their professional growth and development. Key words: Nursing undergraduates; Self-efficacy; Teachers' supporting; Professional identity