Abstract
Recent health care developments have emphasized person-centered care, which highlights individualized treatments rather than focusing solely on the nature of a given disease. Thus, we aim to identify the factors and construct a structural equation model for developing person-centered care competency among senior nursing students based on the social cognitive career theory and a subsequent literature review. We use a hypothetical model to examine the factors influencing person-centered care competency, and using a structured questionnaire, and we collect data on self-awareness, the clinical learning environment, clinical practicum adaptation, nursing professionalism, empathy, and person-centered care competency. The participants include 383 third- and fourth-year senior nursing students who had undergone at least one semester of clinical practice in South Korea. SPSS/WIN 26.0 is used to analyze all obtained data, while AMOS 25.0 is used for structural equation modeling. The final model is confirmed to be suitable for explaining and predicting person-centered care competency among participants. Nursing professionalism, empathy, clinical practicum adaptation, self-awareness, and the clinical learning environment explained 38.8% of the total variance among participants. Strategies and interventions designed to enhance person-centered care competency for senior nursing students should particularly focus on nursing professionalism, empathy, clinical practicum adaptation, self-awareness, and the clinical learning environment.
Highlights
Using the social cognitive career theory (SCCT) framework by Lent, Brown, and Hackett [17], as well as existing literature, we develop a theoretical model for nursing students to be trained in PCCC
We evaluated fitness for the measurement and hypothetical models using the χ2, χ2 /df, adjusted goodness-of-fit index (AGFI), goodness-of-fit index (GFI), comparative fit index (CFI), root mean square error of approximation (RMSEA), and standardized root mean square residual (SRMR)
We aimed to construct a model that would empirically show a structural relationship between nursing students’ self-awareness, the clinical learning environment, clinical practicum adaption, nursing professionalism, empathy, and PCCC by verifying an explanatory hypothetical model based on the SCCT
Summary
Human care is a central feature of the nursing profession [1]. Given that patients play a major role in deciding their treatment and care, they increasingly demand highquality person-centered care (PCC)—the provision of individualized care rather than solely focusing on disease treatment [2,3,4]. PCC aims to help patients live meaningful lives through holistic methods considering entire livelihoods, including individual preferences and needs [5]. According to Park and Choi [6], the word “patient” tends to reduce an individual to someone who receives medical services; when providing PCC, it is important to recognize the individual as a whole person who is actively involved in their care, as well as consider each patient’s physical, social, mental, and spiritual aspects [7]
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