Latent profiles of nursing students’ professional identity and their relationship with stress and coping styles during clinical practicum

Abstract

AimThis study aimed to identify the latent profiles of professional identity among nursing students and explore the factors associated with different profiles. BackgroundNursing students’ professional identity is easily influenced by various factors. However, current studies mainly focused on the overall level of professional identity and its related factors, ignoring the population heterogeneity of nursing students’ professional identity. DesignA cross-sectional study. MethodsA convenient sampling was used to collect data from 384 nursing students who were undergoing their clinical practicum in the affiliated hospitals of a medical university in China between January and April 2021. Data were collected using the demographic questionnaire, the nursing student internship stress scale, the simplified coping style questionnaire, and the professional identity scale for nursing students. A latent profile analysis was used to identify the latent profiles of professional identity. Kruskal-Wallis H test, analysis of variance and ordinal logistic regression were used to determine factors that were associated with different profiles of professional identity. ResultNursing students’ professional identity could be classified into four profiles: low professional identity, relatively low professional identity, relatively high professional identity and high professional identity. These four profiles showed unique relationships with choosing nursing voluntarily, willing to be a clinical nursing staff, stress in conflict between study and work, and positive coping styles. ConclusionThe majority of the nursing students were classified into profile 1 (low professional identity) and 2 ( relatively low professional identity). Nursing students’ lower professional identity need to be further enhanced by improving social recognition of nurses to increase the willingness of high school graduates to choose nursing voluntarily, allocating nursing workforce rationally to increase the willingness of nursing student to be a clinical nursing staff, reducing nursing students’ stress in conflict between study and work and encouraging them to adopt positive coping styles.