Professional Self-concept Research Articles

Features of students' life satisfaction in the process of forming a value-semantic professional self-concept at a pedagogical university

The article describes the features of student life satisfaction in the process of forming a value-semantic professional self-concept at a pedagogical university, as well as their relationship. The article also highlights an overview of available research in the field of understanding the categories of "life satisfaction", "youth values", "value-semantic professional self-concept" and presents the results of a study of pedagogical university students on these parameters.

Centrality and bridge connections between cognitive emotion regulation strategies and professional identity among Chinese undergraduate nursing students: a network analysis

AimTo construct a network structure for cognitive emotion regulation among Chinese undergraduate nursing students and identify central nodes and to explore the bridge connections between cognitive emotion regulation strategies and professional identity from the perspective of network analysis. BackgroundUndergraduate nursing students are currently in a poor psychological condition and cognitive emotion regulation strategies can help them use positive approaches to regulate their emotions. There may be a link between cognitive emotion regulation strategies and professional identity. DesignThis was a cross-sectional study that used network analysis. MethodA total of 218 Chinese undergraduate nursing students were selected and surveyed using the Cognitive Emotion Regulation Questionnaire and the Professional Identity Questionnaire. A network analysis model was constructed and the related indices were calculated using R 4.3.0 software. ResultsNetwork analysis showed that the central nodes of undergraduate nursing students’ cognitive emotion regulation strategies were positive reappraisal, refocusing on the plan and catastrophising; In the bridge network of cognitive emotion strategies and professional identity, professional self-concept, positive reappraisal, benefits of stay and risk of resignation and refocusing on planning were the nodes with the strongest bridge strength. ConclusionThe salient central and bridge nodes can serve as potential targets for interventions aimed at improving the mental health of undergraduate nursing students. Nursing educators must be trained in cognitive emotion regulation and appropriately guided to use positive emotion regulation strategies in their studies and work. Educators should focus on the relation between cognitive emotion regulation and professional identity to improve the mental health of nursing students and stabilise the nursing workforce.

Beginning Psychologists: Entering The Profession, Professional Fears, Self-Concept

Introduction. The article is aimed at analyzing and summarizing the identified features of professional self-awareness of novice psychologists. The relevance of the study is explained by the increased interest in psychological services, which increases the demand for specialists in this field. In this regard, the graduation of young psychologists by educational institutions is also increasing and they may postpone starting work despite the education they have received. This can be explained by fears about the working process, which arise due to certain peculiar professional self-concepts.Objective. To analyze and generalize the data on the specificity of psychologists’ entry into the profession, which is expressed in the peculiarities of professional self-concept.The phenomenon of professional self-concept and its importance in the system of professional development of personality. The authors provide the main theoretical data regarding the phenomenon of self-concept of a person and its variety - professional self-concept of a person. Thus, professional self-concept is defined as a part of the general self-concept, which includes the attitudes of a person regarding his/her profession (its requirements, society’s expectations from it) and himself/herself in it (place, role, his/her professional qualities, personal qualities that are necessary for the profession), which are expressed in the cognitive, emotional and behavioral component of this phenomenon.Formation of professional self-concept and mature professional identity as a desired developmental outcome. The authors describe the main stages of development and changes in the professional self-concept of an individual, such as the stage of awakening, research, consolidation, preservation and retirement. As the main phenomenon reflecting professional self-consciousness, the authors single out professional identity, understood as an individual’s value orientation to a certain profession.Discussion. The authors’ ideas about the existence of specific features of professional self-concept in novice psychologists are confirmed by the data of other researchers. Fatalism, somewhat pessimistic views of the world and people around them, inflated standards for a specialist in psychology, and aspiration for professional development stand out among the peculiarities of young specialists’ professional self-concept. The author’s position is expressed in the position that these features can lead to the following fears of young professionals: fear of not helping or helping incorrectly, fear of violating moral norms, fear of snapping at the client, fear of remaining unrecognized, fear of revealing oneself, fear of setting a price for work, fear of change.

Unsichere Bindungsrepräsentationen, berufliche Selbstkonzepte und Mentalisierungsfähigkeiten bei angehenden sonderpädagogischen Lehrkräften

The aim of this study was to explore the associations between attachment representations and vocational self-concepts among prospective special teachers. Further, it was investigated whether this link was medi-ated by the preservice teachers’ mentalizing – the capacity to perceive and consider one's own and others' behavior based on intentional mental states. Data of this cross-sectional study were collected from 202 student teachers. The hypotheses were tested via structural equation modelling. Results indicate a direct negative path from attachment-related avoidance to professional self-concepts as well as a partial media-tion through impairments in mentalizing. In contrast, the link between anxious attachment and professional self-concept was mediated fully by mentalizing. These results offer initial insights into the importance of prospective teachers' attachment biographies in shaping their vocational self-concepts, indicating that ex-ploring one's own attachment biography could be a valuable aspect of teacher training programs.

Impact of Clinical Learning Environment and Incivility on Professional Self-Concept in Dental Hygiene Students

Impact of Clinical Learning Environment and Incivility on Professional Self-Concept in Dental Hygiene Students

Translation, cultural adaptation, and validation of the Nurse Self-Concept Questionnaire (NSCQ) for Portuguese nursing students

BackgroundThe professional self-concept of nursing students significantly influences their attitude and identity within the profession, ultimately impacting their mental health and overall well-being. Recent evidence underscores the importance of assessing students’ professional self-concept to prevent adverse outcomes such as burnout and stress. Since there are currently no validated instruments available in Portugal for this purpose, our objective was to translate, adapt, and validate the Nurse Self-Concept Questionnaire (NSCQ) with nursing students in Portugal.MethodsA two-phase research study with a non-probabilistic sample of 216 undergraduate nursing students, using the QualtricsXM electronic platform for data collection. An exploratory factor analysis was performed to verify the validity of the theoretical construct and its internal consistency. Cronbach’s alpha was calculated, and a confirmatory factor analysis was performed to assess the model fit.ResultsThe final instrument, designated as Questionário de Autoconceito dos/as Enfermeiros/as (Pt – NSCQ), is composed of 24 items distributed across five dimensions: “General self-concept”, “Staff relations”, “Leadership”, “Communication-care” and “Knowledge”, which explain 67.71% of the total variance. All dimensions and the global scale revealed good internal consistency values, ranging from 0.775 to 0.927. The resulting factorial structure is coherent with the theoretical framework.ConclusionThe Pt – NSCQ proved to be a valid and reliable instrument to assess Portuguese nursing students’ professional self-concept. Future studies should be carried out on larger samples and different educational contexts, aligned with the importance to ensure the continuity of the psychometric analysis of the instrument.

The Effects of Nursing Students’ Practice Transition Shock, Resilience, and Professional Self-concept on Career Identity

Objectives: The purpose of this study was to examine of practice transition shock, resilience, and professional self-concept of nursing students and factors affecting career identity. Methods: The subjects of this study were 142 nursing students attending two universities in G city. Data collection was conducted from September 15 to September 30, 2023. Data were analyzed using independent t-test, ANOVA, Pearson’s correlation and multiple regression analysis with SPSS 27.0 program. Results: Career identity was significantly positively correlated with resilience (r = 0.79, p < 0.001) and professional self-concept (r = 0.85, p < 0.001), and significantly inversely correlated with practice transition shock (r = -0.86, p < 0.001). Factor affecting career identity for nursing students were practice transition shock (β = -0.45, p < 0.001), major satisfaction level (β = 0.23, p = 0.001), resilience (β = 0.14, p = 0.039). It showed an explanatory power of 83.1%. Conclusions: The results of this study show the development of programs of major satisfaction, mitigate practice transition shock, and enhance resilience were required to improve career identity among nursing students.

Historical aspects of ethics in psychiatry : From the end of humanitarianism up to the Human Rights Convention

The establishment of academic psychiatry was completed around 1900. Simultaneously, in view of the societal crisis phenomenon the professional self-concept of the psychiatrist was shifted to aself-image, according to which psychiatry had to place its expertise at the service of the people and the country. This was particularly expressed in World WarI in the brutal dealing with the so-called war neurotics. In association with the so-called death by starvation of ca. 70,000 institution inmates, in the post-war period Karl Bonhoeffer debated a transformation of the term humanitarianism. The worst consequence of the rejection of humanitarian thoughts are the murders of invalids under National Socialism; however, legitimization of such crimes by alluding to collective ethics, as attempted by Karl Brandt, seems to be less than convincing. The reform of psychiatry initiated in the 1960s and the United Nations Convention on the Rights of Persons with Disabilities, which came into force in 2008, have achieved prerequisites for asupportive psychiatry with reduced coercion, whereby many questions also in the legal and social systems must still be clarified.

Akademisiertes Pflegefachpersonal aus Drittstaaten: Professionelles Selbstverständnis vs. berufliche Realität in Deutschland? Eine qualitative Studie am Beispiel migrierter philippinischer Pflegefachpersonen

BackgroundThe recruitment of internationally educated nurses is gaining relevance in Germany in response to the growing shortage of nurses. Differences in nursing qualifications and practices between the country of origin and of destination can irritate the professional self-concept and hinder professional integration. PurposeThe study objective was to examine the development of the professional scope of action to unfold the professional self-concept of academically qualified nurses in Germany. MethodsIn accordance with the episodic interview, eight guided interviews were conducted with Filipino nurses who had migrated to Germany. Data was analyzed by thematic coding. ResultsThe analysis shows two dimensions that impact the professional scope of action: perceived systemic constraints in the transition process and perspectives on professional development. The recruitment and recognition process is associated with high financial and time-related uncertainties and professional devaluation experiences. Migrant nurses experience both a loss of competence and a sense of foreignness in their nursing role in Germany. In order to regain professional scope of action, strategies of continuing education and focusing on more technology-intensive nursing care areas are pursued; only a minority can adapt their self-concept to the circumstances of nursing practice in Germany. DiscussionThe study results demonstrate the importance of paying attention to both the competence profile and the professional self-concept of academically educated nurses in order to offer migrant nurses professional career prospects in Germany. Especially in long-term care, this has proved to be a structural problem. ConclusionTo provide an attractive destination for international academically qualified nursing professionals in Germany, the ratification of international standards, the provision of transparent and independent information, utilization of existing nursing expertise as well as the establishment of career opportunities are recommended.

EXPLORING INDONESIAN EFL PRE-SERVICE TEACHERS’ PROFESSIONAL IDENTITY

Professional identity refers to the self-perception that is related to work. Personal professional identity influences behavior and actions in the work environment. A strong impression of professional identity causes individuals to act in accordance with the norms, ethics, and standards of their profession. Professional identity is an inseparable concept in all professions including the teaching profession. Although much research has examined teachers' professional identity, research on prospective teachers who are still in training is still limited. Many researches emphasis identity among qualified teachers with the assumption that they have a more established identity compared to pre-service teachers who are still developing their professional identities. Acknowledging its importance may encourage further research and contribute to a broader understanding of teacher development, which is informed by knowledge of what factors influence professional identity at all levels. Qualitative descriptive approach is employed in this study. The study is conducted on 13 pre-service teachers majoring in English education who have had field teaching experience. The research instruments used are questionnaires, in-depth interviews, and literature research. Then the data is analyzed using thematic analysis. The findings indicate a crucial factor in the establishing of pre-service teachers' professional self-concept, namely the initial motivation when choosing an English education major. Pre-service teachers also expressed an awareness of the role of professional identity in enabling effective professional performance. Additionally, holding positive perspectives about their chosen profession appears to support skills development that provides new perspectives to the preparation of expert teachers

Professional self-concept of BSN students: A cross-sectional correlational study

BackgroundProfessional self-concept consists of one's judgments, attitudes about oneself professionally, and one's own perception as a professional. A positive professional self-concept can support students and new nurses throughout their nursing careers. ObjectiveTo describe levels of self-concept among pre-licensure undergraduate students. Participants/settingThe participants were nursing students in a Bachelor of Science in Nursing program in the United States. Design/methodsThis is a cross-sectional correlational study with self-report instruments, including demographics and the Professional Self-Concept of Nurses Instrument. Data (N = 103) were analyzed with SPSS/WIN 29.0. Descriptive statistics and professional self-concept scores were examined with independent t-tests, ANOVA, and Pearson's correlations. ResultsMost participants were female (n = 90), with a mean age of 20 years (SD = 1). The mean professional self-concept of nurses score was 78 (SD = 7), ranging from 27 to 108, and professional self-concept was positively correlated with receiving tutoring through the university's program, working as a tutor for nursing students or students in prerequisite classes, transferring into the nursing program, and participating in campus nursing organizations. Professional self-concept was negatively correlated with advancement in semesters of the nursing program, being a first-generation college student, having a family member who is a nurse, GPA, and having clinical-related work experience in healthcare. ConclusionsHigher levels of exposure to nursing may be related to lower professional self-concept. This is important to recognize and it may generalize to other nursing schools and health-related departments. Schools of nursing should enhance students' resilience by promoting self-concept. Our findings also shade light on self-care and the mental health of healthcare professionals.

Nurses’ perspectives on professional self-concept and its influencing factors: A qualitative study

BackgroundNurses with a strong professional self-concept tend to exhibit a positive mindset and strong work engagement, delivering high-quality patient care. Although numerous quantitative studies have examined the factors impacting professional self-concept, there remains a limited exploration of these factors from the perspective of nurses themselves.MethodsThis qualitative descriptive study uses the PERMA theory and Social Cognitive Theory as the theoretical framework. Semi-structured interviews were conducted with 15 nurses from six public hospitals in China. The data were analyzed thematically using a combination of inductive and deductive approaches.ResultsNurses’ understanding of professional self-concept could be divided into four categories: professional identity, competence, care, and knowledge. Factors influencing nurses’ professional self-concept were categorized into eight subthemes in three domains: (1) personal factors, including psychological qualities and attitude towards the nursing profession; (2) occupational-related behavioral factors, including role-oriented behavior and knowledge-oriented behavior; and (3) work environment and external factors, including external evaluation and perceptions of nurses, time allocation, nursing work tasks, work atmosphere, school education, and perceived supports.ConclusionsThis study found that, although nurses had different personal experiences, their perceptions of professional self-concept were similar. Nurses’ professional self-concept is a multidimensional concept and involves various factors, such as personality, work-related characteristics, environment, and family. To thrive in a nursing career, nurses must discern the factors that can enhance or hinder their professional self-concept. By identifying and adjusting these factors, personalized support and positive interventions can be tailored to meet nurses’ specific needs, which ultimately nurtures their professional development.Trial registrationThis study was registered on December 14, 2022, in the Chinese Clinical Trial Registry (ChiCTR2200066699) as part of our ongoing study.

Relationship between professional self-concept and perceived organizational support with family functioning in nurses in Isfahan, Iran.

Vocational issues affect nurses' family functioning in long term. So the purpose of this study is to investigate the relationship between professional self-concept and perceived organizational support with nurses' family functioning. This descriptive correlational study conducted in hospitals affiliated to Isfahan University of Medical Sciences and 250 nurses who met the inclusion criteria participated in this study. The samples were selected conveniently from December 2022 to August 2022. To collect data, Cowin's professional self-concept questionnaire, Eisenberger's perceived organizational support questionnaire, and Epstein's family function measurement were used. Data collection was done in one step and cross-sectional. Descriptive statistics and inferential methods of data analysis consisted of Pearson's correlation coefficient and multiple linear regression were used. Data were analyzed with statistical package for the social sciences (SPSS) version 22. One of the six dimensions of professional self-concept consisted of staff relations significantly predicted the family function of nurses (P = .004). No significant relationship was found between perceived organizational support and nurses' family function (P = .825). Promoting the healthcare organizations' human climate may improve nurses' wellbeing and hereby their family functioning which could further improve quality of healthcare services. It may be worthwhile to suggest supporting interpersonal and interprofessional relationships to ensure a healthy professional life for the nurses.

The image of the Other as a factor in the formation of the professional self-concept of police officers

The image of the Other as a factor in the formation of the professional self-concept of police officers

Assessment of academic burnout and professional self-concept in undergraduate nursing students: A cross-sectional study

BackgroundNursing turnover and shortage are an increasing phenomenon throughout the world; thus, it is critical to determine the factors that contribute to them. Nursing students' retention plans and turnover intentions are significantly influenced by academic burnout and professional self-concept. The COVID-19 pandemic could aggravate the study-associated stresses leading to burnout and jeopardize the nursing student's professional socialisation which is a key factor in their professional self-concept formation, it is important to investigate their relationship. PurposeTo examine the relationship between professional self-concept and academic burnout among undergraduate Bachelor of Nursing students and identify predictors related to academic burnout. MethodThis cross-sectional study was conducted from May to June 2021. The participants were undergraduate Bachelor of Nursing students from two campuses of a large university in Victoria, Australia. Out of 1630 students, 198 participated in the study. The students were invited to complete an online survey through the university's online learning platform or flyers. Descriptive statistics, Pearson correlation, and Bootstrapping approaches were used to analyse the data. ResultsThe analysis found a significant positive correlation between the nursing students' total professional self-concept and academic burnout professional efficacy (r = 0.48; p < 0.01). A significant negative correlation was also detected between the total professional self-concept and academic burnout cynicism (r = − 0.21; p < 0.01). Moreover, the total nurse professional self-concept was a significant predictor of both academic burnout subscales cynicism and professional efficacy (p < 0.01). ConclusionsPositive nursing professional self-concept may alleviate student's academic burnout, and it might contribute to the promotion of their professional efficacy.

Latent profiles of nurses' subjective well-being and its association with social support and professional self-concept.

To identify latent profiles of nurses' subjective well-being (SWB) and explore its association with social support and professional self-concept. This study used an online survey and cross-sectional latent profile analysis design. A total of 1009 nurses from 30 hospitals in Guangdong Province, China, were selected using convenience sampling. An online questionnaire survey comprising the following scales was distributed: Index of Well-Being, Nurses' Professional Self-concept Questionnaire and Multidimensional Scale of Perceived Social Support. Nurses' SWB was examined and categorized into profiles using nine Index of Well-being items as explicit variables and ordinal logistic regression analysis was performed to explore factors related to the distinct categories. Nurses' SWB was divided into four latent profiles: extremely low, low, moderate and high. Regression analysis showed that social support and professional self-concept influenced SWB. There were statistically significant differences in age, title, working years, social support and professional self-concept among nurses in the different well-being categories. Ordered logistic regression analysis showed that social support and professional self-concept are associated with different SWB profiles.

Investigating the Relationship between Professional Self-Concept and the Lifestyle of Nurses in Hospitals Affiliated with Mazandaran University of Medical Sciences

Investigating the Relationship between Professional Self-Concept and the Lifestyle of Nurses in Hospitals Affiliated with Mazandaran University of Medical Sciences

Transition shock, future time perspective, professional self-concept, and professional identity among nursing interns: A cross-sectional study

BackgroundTransition shock is prevalent among nursing interns. Future time perspective helps nursing interns learn and work more effectively and improve their problem-solving skills. Professional self-concept and professional identity play an important central and driving role in nursing interns' career choices and career development. However, the mechanism by which future time perspective, professional self-concept and professional identity are linked to transition shock among nursing interns remains unknown. ObjectivesWe assess the degree of transition shock experienced by nursing interns and investigate the connections among transition shock, future-focused viewpoint, professional identity, and professional self-concept. DesignA descriptive, cross-sectional design was conducted. SettingEight hospitals in Hunan Province, China were included in the study. ParticipantsNursing interns at the studied hospital participated in the study. MethodsA total of 1090 nursing interns [929 female, 161 male] were recruited from eight hospitals. Data on transition shock, future time perspective, professional self-concept and professional identity among nursing interns were collected using questionnaires from 30 May to June 15, 2022. ResultsOn a 4-point rating scale, the participants' felt transition shock had a mean overall score of 2.39 (SD = 0.52). The dimension with the highest score was overwhelming workload (mean = 2.74, SD = 0.58), while the dimension with the lowest score was incongruity between work and personal life (mean = 2.16, SD = 0.70).Professional identity was statistically significantly correlated with transition shock (r = −0.198, p < 0.01). The preferred level of nursing (β = 0.354, p < 00.01), professional self-concept (β = 0.226, p < 00.01), professional identity (β = −0.2576, p < 00.01) and future time perspective (β = 0.119, p < 00.01) were predictors of transition shock. ConclusionsThe development of nursing interns’ sense of professional identity and future time perspective should be enhanced during both the education phase and clinical placement to help nursing interns overcome the experience of transition shock.

The Influence of Professional Self-Concept and Patient Safety Culture on Burnout among Nurses in a Cancer Hospital

The Influence of Professional Self-Concept and Patient Safety Culture on Burnout among Nurses in a Cancer Hospital

Effects of Professional Self-concept and Nursing Organizational Culture on Intention of Retention of Middle-aged Nurses

Effects of Professional Self-concept and Nursing Organizational Culture on Intention of Retention of Middle-aged Nurses