Effect of clinical practice teaching on professional role-identity in male nursing interns

Abstract

Objective To explore the effects of clinical practice teaching on professional role-identity in male nursing students. Methods The professional role-identity of fifty eight male nursing students were investigated by questionnaire, and the differences of professional role-identity degree before and after clinical practice teaching were compared. Results Prior to internship, the professional role-identity of male nursing students was low, in which 41 cases (70.7%) respondents would not engage in nursing care after graduate, and the major factors were discouraged by family, low accepted rate of patients, low social status and awkward social interpersonal interaction. After eight months internship, the professional role-identity of male nursing students increased. 37.9% of participates wanted to be a nurse while 32.8% of them would not, which was lower than the number of survey before clinical practice teaching. After clinical survey, the rate of male interns, who had willness to be a nurse, increased and had statistical significance with that before internship (χ2=16.76, P<0.05). After clinical practice teaching, 81% of participates knew nursing job more comprehensive and realized that nurse was a job required technology and professional knowledge. During clinical practice, male nursing interns gained a high self-achievement, felt more popular in certain department and a harmonious atmosphere of nursing team. All these factors were top three reasons to improve self-identity of male nurse role. Conclusions During the clinical practice, the positive guidance and help from teachers and a harmonious nursing team with excellent management can improve the professional role-identity of male nursing students, which may promote the development of nursing care. Key words: Nurse, male; Hospital, teaching; Clinical practice; Professional role-identity