Professional Commitment Research Articles

Facilitating knowledge transfer during Australia’s COVID-19 vaccine rollout: an examination of ‘Functional Dialogues’ as an approach to bridge the evidence–policy gap

Background: Our interdisciplinary team initiated a project to inform the COVID-19 vaccination programme. We developed a novel research co-creation approach to share emerging findings with government. Aims and objectives: We critically assess the ‘Functional Dialogue’ (FD) programme for future research translation practices in time-limited policy-making scenarios. We identify what factors helped us to put the FDs together and consider their effects on all aspects of the research programme. We draw out key moments of impact, weaknesses and challenges and identify how future FDs might be enhanced. Methods: Between January 2021 and June 2022, we conducted 14 FDs with state and federal government, exploring attendees’ attitudes, beliefs, experiences, roles and observations regarding our research. FDs and research team debriefs were audio-recorded, transcribed and analysed thematically. Findings: FD processes proved invaluable to the timeliness, impact and flow of our research project by creating systems that helped to bridge the evidence–policy gap. Relationships and reciprocity helped, but other professional commitments of our government partners posed challenges and produced fluctuating engagement. FDs built the capacity of the research team, strengthening communication skills and creating opportunities to contribute to pandemic policies. Discussion and conclusion: We struggled to quantify the impact of FDs on policy decisions due to the ethical requirements of academic research, barriers for policy makers in isolating and/or acknowledging impact, and the collaborative nature of dialogue. Nevertheless, the structures of knowledge transfer that we foresaw as necessary to ensure impact became the central plank of the project’s broader success.

Effect of Teachers Attitudes towards Teaching on Students’ Performance in Mathematics Subject in Public Day Secondary Schools in Rwanda: A Case of Huye District

The study investigated how teachers' attitudes toward teaching influenced students' academic progress in mathematics in a public secondary school in Huye District. Specifically, the research identifies the teachers' attitudes toward teaching that could influence the achievement of pupils in Mathematics-related subjects in public day secondary schools in Huye district. Guided by the Theory of Planned Behavior, this study used a combined method approach to collect both quantitative and qualitative data to examine how teachers' attitudes influence their teaching practices in Mathematics. Purposive and random sampling were applied to select sectors, schools, and participants, allowing for systematic data collection and analysis on teachers' attitudes and their influence on students’ performance. The target population for this study was 200, including 3 sector educational officers, 5 head teachers, 25 mathematics teachers and 167 Mathematics students; and the Yamane method was used to calculate a sample size of 134 respondents including 2 sector educational officers, 3 Head teachers, 15 teachers and 114 students. Primary data sources included surveys, while secondary data came from observation and interview methods. This study used purposive, stratified and simple random sampling procedures to create a sample group of respondents. The research collected and analyzed data using both quantitative and qualitative approaches. Content analysis helped with qualitative data analysis, while quantitative data was presented in SPSS Version 21.0 utilizing statistical methods such as descriptive (frequency, percentage, imply and deviation from the mean) and inferential statistics (correlational and regression analysis). For the study objective, the results show that 76.3% strongly agreed that teachers' communication skills, 69.3% strongly agreed that effective goal-setting, 64.9% strongly agreed that lesson preparation, 61.4% strongly agreed that lesson preparation, 78.1% strongly accepted that professional commitment, and 68.0% highly agreed that adaptability and flexibility reflect my teachers' attitudes toward teaching. 64.9% strongly agreed that early arrival in class during the teaching lesson reflects the teachers' attitudes toward teaching. The study found a strong positive correlation between exams, test results, and factors like interpersonal skills, goal-setting, lesson preparation, and professional commitment, which all contributed to improved student performance. The researcher concluded that early attendance and communication skills of teachers were also linked to positive educational outcomes, with tests enhancing performance across subjects. With a p-value below 0.05, the study showed that active class participation boosts effectiveness. Recommendations included improving teacher attitudes towards math, enhancing confidence, making Math enjoyable, investing in teacher training, providing resources and encouraging community involvement in Math careers. Regular follow-ups and ongoing professional development for teachers were also advised.

Defining competencies in curriculum and instruction and developing a new competency model

This research aims to define competencies and propose a new competency model based on expert opinions. Using the Delphi technique, a qualitative research approach was employed. Data were collected through three rounds of Delphi surveys from 29 experts at universities with doctoral programmes in the field of Curriculum and Instruction (CI), who hold doctoral degrees in this area. In the first round, open-ended questions enabled experts to identify key competencies for CI. The subsequent rounds refined these competencies into a 7-point Likert scale questionnaire. Content and descriptive analysis were applied to the first round, while measures of central tendency and dispersion analysed the second and third rounds. The study culminated in a model encompassing 22 competencies: 5 in knowledge, 10 in skills, and 7 in attitudes and values. The knowledge domain includes sub-competencies such as possessing and deepening knowledge. The skills domain covers areas like teamwork and leadership, knowledge dissemination, independent working, problem-solving, and critical thinking, along with innovative and analytical thinking. The attitudes and values domain comprises professional sensitivity, lifelong learning, and commitment to ethical principles and values. This competency model aligns with the European Qualifications Framework (EQF) and the National Qualifications Framework for Higher Education in Türkiye (NQF-HETR), offering a robust framework for CI doctoral programmes. This model not only enhances the quality of CI education but also ensures alignment with international standards.

Finding Time and Energy to Exercise—5 Tips for Surgeons

This Viewpoint provides recommendations for surgeons to stay active amidst demanding professional and personal commitments to help manage stress, avoid burnout, and improve overall quality of life.

Professional Ethics, Loyalties and Interpretative Space

AbstractIn a study of Iranian English teachers’ reflections on moral dilemmas, a central finding is conflicting loyalties between professional integrity and various forms of pressure from school leaders and parents. In this commentary I reflect on experiences from a Norwegian context. Here similar dilemmas are discussed within professional ethics, a field that respond to the responsibility and trust the teachers receive from society to employ their professional judgment in complex situations involving uncertainty. Referring to two publicly known cases that both accentuate the significance of loyalty, I exemplify how professional ethics is put under pressure, and reflect on how these cases make distinct what professional ethics is about. The commentary highlights the importance of providing an interpretative space for teachers carrying out a complex institutional practice, and the need to situate ethical dilemmas in the larger societal context school and education is a part of.

Digital Leadership and Professional Commitment to Enhance Teacher Innovativeness as a Priority Strategy

This research aimed to determine priority strategies for increasing teacher innovativeness in the digital era from digital leadership and professional commitment perspectives. The research employed a mixed methods research approach with four stages: theme exploration, model design, data collection, and analysis/product creation. The study population was teachers in Indonesia, and the sample comprised 623 teachers. The study results show that the priority strategy to increase the innovativeness of teachers is divided into two perspectives: digital leadership and professional commitment. Priority strategies from a digital leadership perspective are as follows: digital competitive and intelligent capabilities, digital communication skills, strengthening digital resilience, the ability of educational innovativeness, and monitoring school performance digitally. Priority strategies from a professional commitment perspective are as follows: involvement in the decision-making process, abilities in evaluation and reflection, improving self-competence, ability to prepare to overcome educational challenges, and teacher discipline in their duties. The results imply that academic institutions need to strengthen digital leadership and professional commitment to promote the innovativeness of teachers in the digital era.

Mediating Effects of Resilience on the Relationship Between Stress and Professional Commitment Among Nursing Students: A Cross-Sectional Study.

Research on the relationship between stress, professional commitment, and resilience among nursing students is lacking. To examine the mediating effect of resilience on the relationship between stress and professional commitment among nursing students during their fundamental nursing practicum. A cross-sectional design was used. Nursing students who were aged 17 to 20years and had completed fundamental nursing practicum within 1week were recruited. The survey covered stress, resilience, and professional commitment. The mediation analysis was conducted using the PROCESS macro with a bootstrap approach. This study recruited 485 nursing students. Stress was significantly negatively correlated with resilience and professional commitment, whereas resilience was significantly positively correlated with professional commitment. Furthermore, resilience partially mediated the relationship between stress and professional commitment. Appropriate interventions should be implemented to help nursing students reduce stress and improve their resilience, which can thus enhance their professional commitment to the nursing profession.

Key to successful legislation on the role of professional commitment, organizational behavior and understanding of legislation

This study aims to examine the effect of Professional Commitment (X1) and Organizational Citizenship Behavior (X2) on Legislative Function Performance (Y) through Legislative Function Understanding (Z) as a mediating variable among members of the South Kalimantan Provincial DPRD. The research method uses a quantitative design with mediation analysis. Data were collected from 117 DPRD member respondents using a questionnaire that was tested for validity and reliability. The results of the analysis showed that X2 did not have a significant effect on Y (p-value = 0.089), while X2 had a significant negative effect on Z (p-value = 0.000). On the other hand, X1 showed a significant negative effect on Y (p-value = 0.000), but was not significant on Z (p-value = 0.337). Legislative Function Understanding (Z) did not function as a mediator between X2 and Y (p-value = 0.882) and between X1 and Y (p-value = 0.905). These findings emphasize the importance of increasing the professional commitment of DPRD members and paying attention to organizational citizenship behavior in an effort to improve legislative performance, while also showing that understanding the legislative function does not strengthen the relationship between independent and dependent variables. Further research is needed to explore other factors that may affect legislative performance.

The effects of e-learning using educational multimedia on the ethical decision-making and professionalism of nursing students during the COVID-19 pandemic: a quasi-experimental study

BackgroundThe COVID-19 pandemic has created a great challenge for educational systems worldwide. During this time, educational centers have been encouraged to use e-learning programs to protect the population against infection. Online teaching has the greatest effect on the process of teaching-learning for certain topics, including professional behavior and commitment, which has prompted educational systems to use creative strategies for a greater effect on learners. The present study aims to determine the effects of e-learning using educational multimedia on the ethical decision-making and professionalism of nursing students during the COVID-19 pandemic.MethodsThis study was conducted using a quasi-experimental design with a control group. The statistical population comprised second-semester nursing students in a first-rank nursing school in north western Iran. The samples were selected using simple random sampling and were divided into experimental (n = 40) and control (n = 40) groups. In the first stage of teaching, the conventional training method of the COVID-19 pandemic was used in both groups. In the second stage of teaching, an in-person workshop was organized for the control group and an e-learning workshop using educational multimedia for the experimental group. Data were collected by a tool with three parts: Demographic information, the Nursing Dilemma Test (NDT) by Crisham based on the Nurse Principled Thinking, and the Nursing Students Professional Behaviors Scale (NSPBS) designed by Goz. Data were analyzed in SPSS 25 software.ResultsThere was a statistically significant increase in the post-test mean score of professionalism (125.70 ± 6.20 vs. 120.95 ± 9.28) and ethical decision-making (46.17 ± 3.81 vs. 44.02 ± 3.21) in the experimental group compared to the control group (P < 0.05).ConclusionThe learning environment affects learning, and e-learning using educational multimedia has a greater impact than in-person workshops on improved learning outcomes with regard to ethical decision-making and professionalism.

Empowering Continuing Medical Education (CME) in India: leveraging Kern’s instructional design model

IntroductionContinuing Medical Education (CME) is vital for healthcare professionals to remain current with advancements and maintain their competence. In India, CME remains in its early stages, lacking a systematic approach. There is a pressing need for a comprehensive framework that addresses needs assessment, program development, accreditation, and credit allocation. Specifically, there is a gap in delivering targeted CME that meets the needs of different medical professionals at appropriate times. The aim of this study is to employ Kern’s six steps of curriculum design to plan and evaluate a faculty development program focused on Entrustable Professional Activities (EPAs) for MD (Doctor of Medicine) Biochemistry professionals.MethodsThis study utilized Kern’s six-step approach to design a training program on Entrustable Professional Activities (EPAs) tailored for MD Biochemistry professionals. Approval was obtained from the Institutional Human Ethics Committee. Following problem identification, a targeted needs assessment was conducted through expert consultations. The goal of the program was established, focusing on the development and delivery of an interactive online CME program. The program was developed, implemented and evaluated using surveys and feedback questionnaires.ResultsA comprehensive literature review revealed a notable gap in EPA-related works for MD Biochemistry program. Expert consultations highlighted significant training needs and barriers, such as limited resources and professional commitments. Consequently, the program’s primary objective was to raise awareness and sensitize participants to EPA development. A 4-h online CME was designed, featuring expert-led sessions and collaborative group activities. The program attracted 152 participants and utilized interactive elements, such as polls and chats, to foster engagement. Group activities allowed participants to apply concepts in EPA validation. Pre- and post-program surveys demonstrated significant improvements in participants’ knowledge and confidence. Feedback highlighted the practical relevance of the content and the interactive, hands-on nature of the sessions.ConclusionKern’s six-step approach provided a structured and effective framework for developing the CME program, addressing identified needs and barriers, and enhancing faculty development in MD Biochemistry. This study underscores the importance of a systematic approach in CME to improve program effectiveness.Trial registrationNot applicable.

Evoking teacher’s professional commitment: Exploring interpersonal communication in transmitting emotional intelligence and psychological capital

Evoking teacher’s professional commitment: Exploring interpersonal communication in transmitting emotional intelligence and psychological capital

An empirical study of the level of corruption intolerance among the employees of the Ministry of Internal Affairs

ObjectivesThe report presents the objective need to measure the level of corruption intolerance in the public sector and its importance for the formation of specific behavior aimed at the observance of important value principles in the performance of official duties in the public sector. The activity of the state administration should justify society's expectations of professional competence, legality, loyalty, correctness and responsibility. That is why corruption intolerance can be accepted as a factor for measuring the quality of activity in the public sector. The empirical research on the corruption intolerance in the Ministry of the Intenal Affairs is an important indicator for the efficiency of the system.MethodsThe scientific methodology used is a combination of a theoretical review of the issue, a critical scientific review and the presentation of new scientific advances in the measurement of corruption intolerance.ResultsThe rates of corruption intolerance in the Ministry of Internal Affairs are satisfactory.ConclusionsThere is an objective need to maintain a high level of motivation and effectiveness of training to achieve high-quality professional performance of official duties among the employees of the Ministry of Internal Affairs. Therefore, Dynamic socio-economic changes necessitate a new approach to the problems of measuring the corruption intolerance.

Ethical issues after the earthquake in Turkey: A qualitative study on nurses' perspectives.

After natural disasters, the urgent need for survival and rescue operations for those trapped in the rubble results in a heightened demand for healthcare services. Nurses are pivotal in addressing the consequences of such calamities. Nurses operating in critical conditions encounter numerous challenges, including safety issues and ethical quandaries. The ethical considerations primarily revolve around the limitations, duties, and modified norms of care administered by nurses during disasters, presenting both significant and complex challenges. The study was designed to elucidate the nature and essence of nurses' care experiences and to offer an in-depth depiction of the ethical dilemmas while attending to individuals injured in the earthquake. A descriptive phenomenological design was used in this research. A total of 16 nurses who worked for at least 7 days in field hospitals in any of the earthquake regions after the 2023 earthquake in Turkey participated in the research. The research was conducted between March 13 and March 20, 2023. Data were collected by face-to-face interview method with a semistructured form. The steps of Colaizzi's phenomenological method were used to analyze the qualitative data. The study involved a group of 16 Turkish nurses, aged between 20 and 36 years. Through data analysis, four primary themes, 14 subthemes, and 25 codes were identified. The principal themes derived from the interviews included "humanitarian duties," "non-adherence to ethical principles," "respect for the injured," and "medical errors." In this intricate process, it becomes paramount to enhance support for nurses in the domains of management, education, and psychosocial assistance, thereby nurturing their individual and professional acumen, commitment, and ethical sensitivity. Refining the guidelines and professional standards that encapsulate the principles to be adhered to by nurses in disaster scenarios, coupled with providing comprehensive training in both medical and ethical competencies, represents a significant avenue for advancement. Focused training on crisis management will enable nurses to render ethically informed decisions and bolster their professional proficiency. Natural disasters, including earthquakes, pose significant ethical challenges for healthcare professionals, especially nurses who play a pivotal role in delivering care during these emergencies. Issues such as resource allocation and triage, the duty of care and ensuring continuity of care, informed consent and communication, cultural sensitivity, and providing psychosocial support are critical ethical considerations for nursing policies in earthquake situations. Addressing these ethical issues in nursing policies related to earthquakes is crucial for maintaining the integrity of healthcare delivery, preserving public trust, and ensuring the well-being of both the injured and healthcare providers during times of crisis.

Influence of Learning Satisfaction and Teaching Willingness on Professional Commitment of Normal University Students

The researcher selected 395 normal students in five universities as the research object. All the five universities selected are old-fashioned normal universities. This study focused on development and changes of normal students' willingness to teach in the process of professional learning in five universities, and discusses the factors that affect normal students' willingness to teach, so as to make them better understand the relationship between professional learning and their professional development from the perspective of normal students, improve their recognition and love for their majors, urge them to study more seriously, enhance normal students' willingness to teach Based from the results of the study.Student instructors were assessed to have an average degree of professional commitment, this may imply many possibilities. Initially, it is possible that their teachers are not providing optimal instruction to their students.The moderate level of professional dedication among student instructors may potentially hinder their prospects of securing employment. Teachers must possess unwavering dedication and profound passion for their profession due to its arduous nature and demanding workload.If student teachers are only moderately satisfied with their learning, it may potentially impact their motivation and involvement.The degree of willingness in instruction among student-teachers is a critical factor in determining the caliber of education and the achievement of students. The levels of satisfaction and willingness of student teachers positively influence the level of commitment of student teachers. Student-teachers who show a commitment to engage in ongoing professional development are more likely to look for chances for growth and progress. Attending workshops, furthering one's education, or interacting with colleagues can all help teachers improve their teaching practices.

Factors influencing the turnover intention for disease control and prevention workers in Northeast China: an empirical analysis based on logistic-ISM model.

This study aimed to determine the current turnover intention among workers at Centers for Disease Control and Prevention (CDCs) in Northeast China and to investigate the factors contributing to this phenomenon. The cross-sectional study was conducted in May 2023 across four northeastern provinces of China. The study included a total of 11,912 valid participants who were CDC workers selected using a stratified cluster sampling method. The study assessed demographics, turnover intention, work resources, work perceptions, and psychological support through online questionnaires. The binary logistic regression analysis identified the factors associated with turnover intention for CDC workers, while the Interpretative Structural Modelling (ISM) revealed the hierarchical relationship between the influencing factors. The study found that 28.8% of the respondents reported high turnover intention. The binary logistic regression suggested that the risk factors of turnover intention among employees included gender, age, education, and several work-related, organizational, and psychological factors. The work-related factors were daily working hours, job burnout, and role overload. The organizational factor was unit support for training, unit's infrastructure conditions, leadership style, remuneration package and performance appraisal and promotion system. The psychological support factors were family support, professional identity, and organizational commitment. The ISM analysis results showed that the primary factors influencing CDC workers' intention to leave were internally connected and grouped into four categories according to their level of impact: surface, transition, deep, and essential factors. Notably, the essential factors were professional identity and organizational commitment. Nearly one-third of the respondents expressed a strong desire to resign from their employment. Turnover intention among CDC workers was subject to diverse influences. Early identification, detection, and targeted multidisciplinary interventions should be introduced to address the array of factors that affect staff, with particular emphasis on boosting the professional identity and organizational commitment of CDC workers.

The impact of the COVID-19 pandemic on the professional commitment of male nursing students in China: a descriptive comparative study.

The social culture, gender stereotypes, and social status of nursing in China impact the professional commitment of male nursing students. Increasing the professional commitment of male nursing students is critical for alleviating the shortage of nurses and addressing the gender gap. The outbreak of the COVID-19 pandemic has caused widespread public concern about the nursing profession and may have changed people's perception of the profession, which in turn may have a positive impact on the professional commitment of male nursing students in China. This research aimed to assess how the COVID-19 pandemic affected the professional commitment of male nursing students in China and to analyze the impact of the COVID-19 pandemic on potential factors that might affect their professional commitment. A descriptive comparative study was conducted. This study involved total 368 male nursing students from five 4-year universities in Henan Province, China. 190 male nursing students were included before the COVID-19 pandemic (October to November 2019) and 178 were included after the COVID-19 pandemic (April to May 2023). The data, such as the sociodemographic characteristics and professional commitment of the two samples, were collected using a paper-and-pencil questionnaire. The research instruments used included the Professional Commitment Scale, the Multidimensional Scale of Perceived Social Support and the General Self-efficacy Scale. The data analysis employed χ2-tests, t-tests and hierarchical regression models. The proportion of Chinese male nursing students who are interested in nursing and do not intend to leave the major has increased after the pandemic (65.17% vs. 29.47%, 61.80% vs. 39.47%, respectively). Male nursing students exhibited greater professional commitment (3.30 ± 0.63) after the pandemic compared to before the pandemic (2.77 ± 0.43). The various factors, such as grade, intend to leave the major, interest in nursing, social support, and general self-efficacy, were linked to professional commitment of male nursing students in China. Male nursing students in China exhibited greater professional commitment after the pandemic. This phenomenon may be attributed to the public's increased recognition of the significance of nursing work during the pandemic, and the social status and image of nursing profession have been improved. Given the changes brought about by the COVID-19, strategies should be considered by nursing decision makers and schools to strengthen the professional commitment of male nursing students and increase the number of male nurses in the post-pandemic era.

Beyond the walls of the classroom: the psychodynamics of professional commitment and job involvement among female primary school teachers.

This research used structural equation modeling (SEM) to explore the relationship between professional commitment, self-efficacy, psychological resilience, perceived organizational support and job involvement of female teachers in Chinese primary schools. The purpose of the study was to understand how these psychological and organizational factors work together on teachers' job involvement. Based on the questionnaire survey of 596 female teachers in primary schools, the data were collected and analyzed by AMOS software. The results show that professional commitment plays a central role in teachers' job involvement, and self-efficacy and psychological resilience, as important psychological resources, significantly affect job involvement through the mediation of perceived organizational support. The model fitting indicators CFI, RMSEA and SRMR were in line with the acceptance criteria, which verified the adaptability of the hypothesis model. The findings not only reinforce the application of resource conservation theory in the field of education, but also provide school administrators with strategies to improve teachers' job involvement, especially by enhancing the importance of organizational support and resilience. In addition, the results have practical implications for the design of targeted teacher professional development programs.

Locus Of Control, Transformative Leadership, Self Efficacy, Professional Commitment On The Ability To Detect Fraud. Auditor's Experience As Moderating Variables

This research aims to investigate the influence of Locus of Control, Transformative Leadership, Self Efficacy, and Professional Commitment on the Ability to Detect Fraud with the audit experience as a moderator. The population in this research are auditors who work at Public Accounting Firms in DKI Jakarta. The sampling method used was an unknowns sample because the population size was uncertain, and the researcher could not obtain information regarding the number of accountants working at the Public Accounting Firm in DKI Jakarta. The number of respondents obtained for this research was 155 respondents. In this research, the analytical methods used are descriptive statistics, data feasibility testing, classical assumption testing, multiple linear regression analysis and hypothesis testing. Test results prove that Locus of Control (LoC) has a positive effect on the ability to detect fraud, transformational leadership and professional commitment have no effect on the ability to detect fraud. Self-efficacy has a negative effect on the ability to detect fraud. Auditor experience moderates the influence of Locus of Control and Self Efficacy on the ability to detect fraud. Auditor experience does not moderate the influence of transformative leadership and professional commitment on the ability to detect fraud.

A cross-sectional survey on COVID-19 phobia and its influencing factors among undergraduate nursing students

BackgroundThe COVID-19 pandemic has significantly impacted the psychological well-being of undergraduate nursing students in China. It is vital to have an understanding of their COVID-19 phobia and its predictors, especially during transitions in public health policy.ObjectiveThis study aims to evaluate the situation and factors contributing to COVID-19 phobia among nursing students in Southwestern China.MethodsA cross-sectional study was conducted in December 2022 among nursing undergraduates in southwestern China. A convenience sample of 317 undergraduate nursing students from all grades at a medical university in Chengdu was assessed using the COVID-19 Phobia Scale (C19P).ResultsThe mean COVID-19 Phobia Scale (C19P-SC) score was 52.92 (± 13.02), indicating moderate levels of phobia, with gender, chronic disease, and perceived susceptibility being significant predictors. 11.67% of the students reported an infection history, while 81.39% knew an infected individual. Notably, fourth-year students showed significantly higher phobia level than first-year. Gender, chronic disease, perceived susceptibility, and risk significantly predicted COVID-19 phobia, explaining 16.4% of the variance Results of the thematic analysis revealed four main themes related to COVID-19 phobia and career choice among nursing undergraduates: concerns of infection risk, professional commitment, compromise and acceptance, and confronting phobia.ConclusionsThis study discovered a significant level of COVID-19 phobia among undergraduate nursing students and identified several risk factors, including being female, having chronic diseases, perceiving a high susceptibility to the virus, and perceiving a high level of harm after infection. These findings highlight the importance of educators focusing on the mental well-being of nursing students, particularly seniors, to reduce the impact of phobia on their social interactions and career aspirations. This will help ensure that they are well-prepared for their future roles in healthcare.

Unveiling the impact of school organizational justice on students’ professional commitment through academic stress mediation

Accurately understanding the critical elements influencing college students’ professional commitment is both an urgent practical requirement and a critical theoretical proposition in today’s intensely competitive job market. In order to provide new light on career development in the context of higher education, this study intends to investigate the complex interactions among college students between perceived organizational justice, academic stress, and professional commitment. Using descriptive statistics, correlation analysis, regression analysis, and structural equation modeling, we carried out a thorough investigation of H University’s full-time undergraduate students in Central China in order to thoroughly examine our hypothesis. The results show that students’ professional commitment is much lower when they view organizational justice to be lacking, and that there is a partial mediating role for academic stress in this relationship. Interestingly, organizational justice has a positive correlation with professional commitment and a negative correlation with academic stress. These findings provide educators and policymakers with insightful information, indicating that, in an increasingly competitive labor market, professional commitment is largely dependent on students’ ability to manage their academic stress and develop a sense of organizational justice. This study adds a new understanding of career development in higher education settings by merging professional commitment research with organizational justice theory. It also has significant implications for educational practices and career support measures.