Professional identity is considered one of the vital factors that play a fundamental role in determining the career path of nursing students, as this identity contributes to defining their commitment and efforts towards the profession, in addition to its significant impact on job satisfaction and work motivation. Despite the great importance of this topic, the factors influencing the formation of professional identity among students often remain unclear. In this research, we examine the relationship between perceived stress and the effects it can have on professional identity, utilizing self-control ability and self-learning capacity as mediating factors. Through a comprehensive study that analyzed data from 675 nursing students across various hospitals, we will reveal how psychological stress affects the shaping of professional identity and how mediating factors can mitigate its negative effects, thereby contributing to enhancing future education and professional guidance strategies.
Importance of Professional Identity in Nursing
Professional identity is one of the essential factors that determine the career path of nursing students, as it helps guide them towards the right choice for their professional journey. A strong professional identity helps these students build a sense of belonging and commitment to the nursing profession, which increases their chances of continuing in it in the future. Many studies have confirmed that positive professional identity directly influences the motivation to engage in the profession. For instance, self-confidence and self-esteem can improve when students have a robust professional identity, motivating them to better face challenges during their studies and practical training.
Moreover, professional identity helps students set clear goals for their future, thus reducing feelings of distraction and anxiety that may arise from the ambiguity of future vision. In the nursing profession, where students may encounter a variety of pressures such as heavy workloads and uncertainty about the required skills, professional identity plays a significant role in providing the appropriate psychological framework to cope with these challenges. It is essential to have ongoing support from educators and practitioners in the field to ensure that this identity is reinforced among students.
Psychological Stress and Its Impact on Nursing Students
Psychological stress is one of the complex variables that can negatively affect professional identity among nursing students. Amid many academic and practical pressures they face, such as various academic demands and work requirements in hospitals, these stresses can lead to feelings of anxiety and performance apprehension. These stresses can directly affect their sense of commitment and belonging to the profession, resulting in a decline in professional identity.
Studies indicate that stress experiences, if not well-managed, can lead to a proliferation of negative feelings such as depression and tension, which in turn limit students’ ability to adapt to their academic and professional environment. In other words, the higher the levels of stress, the more difficult it becomes for the student to manage their emotions and behaviors towards their professional goals. Therefore, it is crucial to provide students with effective tools to cope with stress, such as coping strategies and self-awareness techniques, to improve their sense of professional identity.
The Role of Self-Control in Professional Identity
Self-control is considered one of the influencing factors on how nursing students respond to psychological stress. Self-control can be defined as the ability to regulate and manage thoughts, emotions, and behaviors to achieve personal goals. In the context of the nursing profession, it is particularly important for students to possess a strong self-control ability to face demanding challenges in their field. This is because it helps enhance resilience and dedication, which in turn strengthens professional identity.
Studies have shown that…
Research shows that students with high levels of self-control are better able to cope with challenges, allowing them to achieve professional goals more effectively. For instance, these students can manage their time better and reduce feelings of anxiety and stress caused by workload, which contributes to improving their academic progress and increasing their sense of success. Therefore, incorporating self-control development strategies into nursing education curricula or providing workshops that improve self-control ability can be highly beneficial for these students.
Self-Learning and Its Impact on Professional Identity
The ability for self-learning is a vital skill that positively affects the professional identity of nursing students. Self-learning refers to the individual’s ability to control their own learning process, including time management, setting goals, and following effective learning strategies. As is well known, the nursing field requires continuous updating of knowledge and skills, which necessitates that students be independent learners.
When students achieve high levels of self-learning ability, they become responsible for their learning and professional development. This leads to a sense of empowerment and self-confidence, which is an essential part of professional identity. In the case of negative feelings resulting from psychological pressures, the ability to self-learn can help students redirect their energies toward positive endeavors such as learning and professional development, ultimately serving their professional identity.
The idea that self-learning is an effective tool for facing and overcoming challenges is an important concept that should be promoted in nursing education environments. By providing training and support to develop self-learning skills, students can develop self-management skills, increasing their connection to their professional identity throughout their educational and professional journey.
The Role of Self-Control in Professional Identity
This research addresses the relationship between self-control and professional identity. Self-control is considered a key factor influencing individuals’ decisions and behaviors in work and learning environments. In the context of professional identity, self-control holds a prominent place, as individuals with high self-control capabilities show a greater positive impact on determining their professional goals and developing their skills. Achieving a strong professional identity requires individuals to effectively manage work pressure and academic life demands.
For example, nursing students may face significant challenges during clinical preparation periods. Students with higher self-control tend to cope with these challenges better, which strengthens their sense of professional identity. On the other hand, individuals who face high levels of psychological pressure experience the opposite effect, leading to a decline in their professional identity and negatively impacting their enthusiasm for work and development. This dynamic reflects the importance of developing self-control skills in enhancing professional identity, which is the aim of the presented research.
The Impact of Psychological Pressure on Self-Learning
Self-learning is a process that requires deep commitment and effectiveness of individual control. However, studies have shown that psychological pressures negatively affect the ability to self-learn. This includes the inability to clearly perceive educational goals, deterioration of attention capabilities, and increased anxiety levels. These pressures manifest as negative emotions that lead to diminished motivation for learning. When faced with challenges during the learning process, students may feel overwhelmed and experience increased self-doubt, resulting in a decrease in their initiative to seek relevant educational resources.
These dynamics play a vital role in the social and professional development of students, as the loss of motivation and desire for development can hinder the achievement of the desired professional identity. For example, students suffering from high levels of pressure may find it difficult to identify their professional directions or to create effective educational plans. Therefore, providing an educational environment that supports positive thinking and reduces pressure levels is essential in enhancing self-learning and professional identity at the same time.
Learning
Self-Directed Learning as a Means to Enhance Professional Identity
Self-directed learning is an integral part of enhancing professional identity, especially in fields that require advanced technical skills, such as education and healthcare. Students in these areas rely on their ability to manage the learning process themselves, which includes setting goals, planning, and implementing educational strategies. Studies have shown that an individual’s capacity for self-directed learning leads to greater awareness of their professional goals and orientations. For example, nursing students who develop comprehensive study plans have a better ability to achieve positive outcomes in their professional fields.
For instance, a nursing student facing a difficult clinical case may implement self-directed learning plans based on their knowledge of that case, making them more prepared to handle complex situations in their work environment. This type of self-directed learning enhances their professional identity and increases their belief in their qualifications and abilities, highlighting the urgent need to establish teaching strategies that support these skills from early educational stages.
The Interaction between Self-Regulation, Self-Directed Learning, and Professional Identity
The relationship between self-regulation, self-directed learning, and professional identity consists of a series of dynamic interactions. Self-regulation plays an intermediary role between psychological stress and the ability to learn independently. It appears that students with strong self-regulation are less susceptible to stress and actively pursue academic and professional success. This emotional intelligence leads to the acquisition of new information and stimuli that help enhance professional identity.
For example, if a student possesses self-regulation, they can plan flexible study strategies that adapt to the surrounding pressures, thereby enhancing their awareness of professional goals. They also excel in multiple areas and feel proud and a sense of belonging to their profession. This connection between self-regulation and self-directed learning also indicates the potential effectiveness of educational systems that promote these skills, facilitating students’ professional development and enhancing their ability to face the challenges of the job market.
The Impact of Psychological Stress on Professional Identity in Nursing Students
Studies show that psychological stress is a major factor affecting the professional identity of nursing students. If students experience significant psychological stress, it may lead to a diminished sense of professional identity. This concerns many academics and professionals as professional identity is a vital element in developing good nursing practices, as well as improving health care outcomes. For example, instability in professional identity can lead to poor interaction with patients and a decrease in professionalism at work due to anxiety and lack of self-confidence.
In these studies, it was clear that high psychological stress is associated with lower levels of professional identity. It was evident that students facing difficult experiences during practical training tend to experience negative feelings that affect their self-esteem and their perceptions of themselves as professionals. Therefore, enhancing mental health support and providing an environment that contributes to reducing psychological stress has become an urgent need.
The Role of Self-Regulation as a Mediator in the Relationship between Psychological Stress and Professional Identity
Self-regulation is one of the important elements that plays a pivotal role in how individuals respond to psychological stress. Findings indicate a negative relationship between psychological stress and the level of self-regulation. The greater the psychological stress, the more psychological resources students need to expend in an attempt to adapt, which leads to a decrease in their self-regulation ability. Previous research has shown that individuals experiencing high levels of psychological stress suffer from a reduced ability to control their feelings and behaviors, which affects their readiness to integrate into the nursing profession.
When considering how self-regulation affects professional identity, we find that individuals with high self-regulation skills are able to manage their emotions and cope well with pressures. These individuals also tend to have a positive outlook on work, contributing to a strong and appropriate professional identity. Research shows that enhancing self-regulation among students can directly help them resist pressures and increase their sense of professional identity.
Ability
On Self-Learning as Another Mediator in Influencing Professional Identity
The ability for self-learning is considered one of the essential elements that plays a crucial role in how students cope with psychological pressure during their studies. Results have shown that psychological pressure negatively affects the capacity for self-learning, reflecting the impact of this pressure on professional identity. Students who face increasing pressures often lose their motivation for self-learning, which is a critical element in enhancing the skills needed for a nursing career.
Self-learning is associated with adaptability and professional development; the more psychological pressure directed at students, the less they engage in self-learning. As a result, their sense of professional identity declines because they feel incapable of achieving the necessary advancements in their skills. This perception highlights the importance of creating educational environments that promote self-learning, helping students better cope with psychological pressure and renew their sense of professional identity.
The Importance of Turning to Psychological and Social Support for Nursing Students
Results indicate that psychological and social support has the potential to enhance professional identity and reduce psychological pressure among nursing students. Activities that can be offered to solidify this support include providing psychological counseling, career guidance, and workshops that enhance coping skills. Students need practical solutions to help them overcome feelings of fear and anxiety arising from the pressures of study and work. These solutions also require partnerships between universities and hospitals to deliver training programs and practical workshops.
Those responsible for the educational process need to implement strategies to enhance the psychological well-being of students, which contributes to improving the quality of education and training. By working to alleviate pressures and enhance personal skills, the professional identity of these students can be improved. Therefore, psychological and social interventions are an essential part of an effective learning strategy in healthcare fields.
The Crisis of Confidence and Its Impact on Nursing Students
Many university students, especially nursing students, suffer from a crisis of confidence that significantly impacts their academic performance and psychological well-being. A lack of confidence can manifest in many forms of anxiety, feelings of confusion, and difficulty communicating with others. It is well known that self-confidence is one of the key elements that help students interact effectively with the educational environment. When students lack confidence, they may hesitate to participate in classroom activities or seek help when they need it, limiting their opportunities for learning and personal development.
For example, students with low confidence may avoid participating in discussions or presentations, affecting their communication skills and thought processes. Research on this issue indicates that developing confidence depends on providing an educational environment that encourages self-learning and independence. Through practices such as simulation and project-based learning, students’ confidence in their skills and abilities can be reinforced.
Moreover, educators should be aware of how low confidence affects the professional identity of teachers. Educational institutions should implement support programs to enhance students’ self-confidence, facilitating their ability to cope with the pressures that may arise during their academic studies.
Psychological Pressures and Their Impact on Self-Learning Capacity
Psychological pressures are considered one of the important factors that affect students in various academic fields, especially in the nursing profession, which demands a high degree of competence and professionalism. Studies indicate that moderate psychological pressures can enhance self-learning, but when they exceed a certain level, they can lead to negative outcomes such as social anxiety, feelings of loneliness, and educational burnout.
These pressures may
excessive psychological stress leads to a decrease in students’ effectiveness in self-learning, which is considered essential in shaping their professional identity. The ability to self-learn involves knowing how to effectively manage time, set goals, and objectively evaluate personal performance. It is important for students to understand how to manage their stress and adapt to challenging situations to enhance their self-learning skills.
Some research shows that students experiencing high levels of psychological stress may lack motivation to learn or accept new challenges. Therefore, it is important to provide strategies for coping with stress, such as training on how to manage stress and psychological guidance, which may contribute to improving academic performance and learning capacity.
The Importance of Professional Identity in Nursing
Professional identity is considered a fundamental part of the lives of practitioners in the nursing field, reflecting a personal connection to this profession and their belonging to it. Professional identity is not just a concept but a building process that requires interaction with social, cultural, and psychological factors. The development of professional identity relies on several factors, including practical experience, education, and support from educational institutions.
Research indicates that enhancing professional identity can be achieved by promoting self-learning and reducing psychological stress. Students who feel they belong to the nursing profession and can effectively face challenges are more likely to develop a strong professional identity. This requires an educational environment that supports good practices in learning and the development of necessary skills, as well as designing educational programs that consider students’ needs and flexibility.
For example, organizing workshops or seminars related to career planning can enhance students’ understanding of the nursing profession. Additionally, providing long-term practical training opportunities and involving students in community activities can contribute to enhancing professional identity and building self-confidence.
The Role of Self-Regulation in Enhancing Self-Learning and Professional Identity
Self-regulation is an important trait that directly affects how individuals respond to stress and challenges. Self-regulation refers to the ability to organize thoughts, feelings, and behaviors, enabling individuals to manage their learning effectively. Research indicates that students with strong self-regulation skills are better able to develop the necessary skills to achieve their educational goals.
When it comes to nursing students, improving self-regulation skills significantly contributes to enhancing their ability to self-learn. These students become better at objectively evaluating situations, leading to improved performance during their studies and clinical experiences. Strategies such as setting clear goals, time management, and self-reflection can be used to improve the level of self-regulation.
Ultimately, self-regulation enhances students’ sense of independence and confidence, positively reflecting on their professional identity and their ability to overcome psychological stress. Therefore, guiding students to enhance these skills should be a key component of educational programs in nursing colleges.
Future Trends and Calls for Change in Nursing Education
Based on the findings from studies examining the relationship between psychological stress, professional identity, and self-regulation, there is an urgent need to develop educational strategies that focus on enhancing these elements. Educational institutions should encourage a flexible educational environment that supports self-learning and provide psychological support services for students facing high psychological stress.
Moreover, guiding educators and professionals in nursing towards training courses on how to cope with stress and anxiety, and coordinating awareness sessions to enhance professional identity is one of the effective strategies. Activating these plans will directly contribute to improving the psychological health of students, increasing their satisfaction with the professional field, and facing future challenges with improved capabilities.
Finally,
Educational standards change encourages academic and external teams to work together to provide comprehensive awareness of the importance of enhancing professional identity through self-skills and project development. These experiences will improve the work environment and enhance responsiveness to the factors affecting students’ professional lives.
Perception of Professional Identity among Nursing Students
The concept of professional identity represents one of the core aspects that influence the development path of nursing students. An individual’s professional identity is determined by a variety of factors, including education, practical experiences, and interactions with peers in the profession. Research shows that a positive professional identity can enhance job performance levels and improve the satisfaction of physicians and patients. For example, new students may face challenges when transitioning from student life to professional work, which requires them to develop a strong sense of belonging to their professional community. Good guidance and support from teachers and colleagues contribute to enhancing this sense of belonging and help students identify their identity in the field of nursing.
In a study conducted in China, the impact of professional identity on the psychological satisfaction of nurses was analyzed. The results showed that practitioners with a strong professional identity tend to feel greater satisfaction with their lives and work. It is essential to include study units on the development of professional identity in educational curricula, which contributes to preparing students to face challenges in the work environment and enhances their overall performance.
Excessive Anxiety and Stress among Nursing Students
Many nursing students suffer from high levels of stress and anxiety, which may arise due to academic pressures and clinical requirements. Several factors contribute to increased anxiety levels, including the study load, practical evaluations, and interaction with patients. Sometimes, students become overwhelmed by high-pressure levels, which may adversely affect their academic performance and training outcomes.
Research indicates that recognizing effective coping strategies can have a positive impact on future professionals in the field. Among these strategies are the importance of taking breaks, exercising, and developing support relationships among colleagues. Providing an environment that supports the balance between work life and personal life is essential to reducing anxiety levels and enhancing adaptability in the work environment.
Another study found the importance of self-awareness and the ability to manage emotional thinking to improve students’ ability to handle stress. According to this trend, educational programs should include training that helps students understand how anxiety works and how to develop proper coping skills.
The Impact of Practical Experience on Professional Identity
Practical experience is one of the key factors that contributes to shaping the professional identity of nursing students. Students learn significantly through interactive clinical experiences, where they acquire the practical skills necessary to handle complex cases. These practical experiences add depth to their theoretical education and enhance their self-confidence as future practitioners.
Studies have shown that internship experience in a hospital or health center has a profound impact on students’ view of their profession. For example, students who encounter high-pressure situations during training often gain valuable insights into what it means to be a nursing practitioner. These experiences also contribute to shaping the values and principles that students adopt in their future practices.
Moreover, research also shows that diversity in practical experiences can help build non-professional skills, such as effective communication and problem-solving. This, in turn, forms an essential part of developing one’s professional identity and helps them recognize how to deal with the challenges of the profession.
Developing
Self-Directed Learning Among Nursing Students
Self-directed learning is considered a vital element that should be promoted among nursing students. Self-directed learning is a process through which individuals rely on their critical thinking abilities and autonomy in learning to develop skills and knowledge within their field. This form of learning contributes to strengthening the sense of self-responsibility and elevates competence levels.
Research indicates that students who possess strong self-directed learning skills are better able to adapt to the demands of study and the professional world. For example, students who read additional studies or explore specific areas not covered by traditional curriculums gain greater confidence and in-depth knowledge in their field. Moreover, enhancing self-directed learning skills helps students explore new areas within nursing more easily.
Self-directed learning can be promoted through workshops and educational courses aimed at enhancing critical thinking and research skills. This reflects the importance of integrating self-directed learning strategies into educational curricula so that students can thrive in a changing and fast-paced world. It is also vital to encourage students to communicate and share their knowledge and ideas, opening the floor for fruitful discussions and allowing them the opportunity to learn from each other.
The Impact of Psychological Stress on Professional Identity Among Nursing Students
Professional identity is a crucial psychological aspect for nursing professionals, playing a vital role in their commitment to their profession and their motivation to work in this field. When nursing students enter their practical training period, professional identity is the foundation that determines their future direction and career orientation. Studies indicate that having a strong professional identity has positive impacts on stability and retention in the profession, but a range of psychological stresses can lead to a decline in this identity.
The psychological stress that students experience, such as excessive workload and new challenges in the training environment, can negatively affect their feelings towards their profession and lead to a loss of belonging. Previous studies have shown a negative relationship between the level of psychological stress and professional identity, emphasizing the need to support students in overcoming these challenges. Educational institutions and concerned entities must understand these dynamics to improve the learning and training environment and provide the necessary support for students to enhance their professional identity.
The Mediating Role of Self-Control in the Relationship Between Psychological Stress and Professional Identity
Self-control represents an individual’s ability to regulate their emotions and behaviors to achieve long-term goals. Research indicates that psychological stress negatively affects the ability to self-control, as negative emotions arising from stress can deteriorate decision-making abilities and focus. Consequently, students who possess high levels of self-control are better able to resist temptations and pressures, which enhances their ability to pursue their career goals and positively contributes to shaping their professional identity.
Studies show that there is a negative relationship between levels of psychological stress and self-control, meaning that as psychological stress increases, self-control levels decrease. On the other hand, students with high self-control may demonstrate greater commitment to developing their career, thereby enhancing their professional identity. Therefore, self-control can be considered an important mediator in the relationship between psychological stress and professional identity, contributing to improving students’ professional outcomes.
The Ability for Self-Directed Learning as a Facilitating Factor in Achieving Professional Identity
The ability for self-directed learning refers to individuals’ capacity to manage their learning effectively by organizing themselves and making independent decisions. This ability is also affected by the level of psychological stress, as studies have shown that psychological stress negatively impacts the ability for self-directed learning, limiting the effectiveness of the learning and professional development experience. For nursing students, the ability for self-directed learning is vital for developing their professional identity, as it helps them overcome stress and benefit from their academic and training experiences.
Increasing
Self-learning ability means that students can better adapt to various challenges and pressures, contributing to enhancing their sense of professional identity. Studies confirm that students who possess high levels of self-learning ability also enjoy a strong professional identity. Therefore, enhancing self-learning skills among nursing students can play a crucial role in improving their sense of professional empowerment and commitment to their career path.
Theoretical Models of the Relationship Between Psychological Stress and Professional Identity Across Multiple Mediums
Clarifying the relationship between psychological stress and professional identity through multiple theoretical models provides an environment for a deeper understanding of the effects of these complex dynamics. By considering the direct and indirect effects of psychological stress, the mechanisms leading to improved professional identity can be identified. The model includes the role of both self-control and self-learning ability as mediating factors, reflecting the complexity of how psychological stress affects professional identity.
This model provides a strong foundation for union and practical research among researchers and professionals in the field of health education. These models can be used to develop educational strategies aimed at enhancing the professional identity of students, focusing on effective support methods to alleviate psychological stress. Through a deep understanding of the effects of these factors, educational institutions can provide better support for their students, contributing to improving the quality of education and practice in the nursing field.
The Impact of Stress on the Self-Learning Process
Life stresses are considered significant factors affecting the quality of learning, especially in the context of higher education. It is concluded that stress negatively affects self-learning ability by inducing emotional tension and anxiety. Such feelings lead to decreased concentration, which directly reflects on educational outcomes. When students feel stressed, their level of attention decreases, making them less willing to engage in learning activities. Additionally, stress triggers negative feelings that affect students’ motivation to learn, leading to a lack of initiative and enthusiasm towards acquiring knowledge. For example, students experiencing high levels of stress may find it difficult to create suitable study plans or choose appropriate educational resources, ultimately affecting their professional identity as future professionals.
Research has shown a positive relationship between self-learning ability and a student’s professional identity. For example, nursing students who have a higher self-learning ability demonstrate greater clarity in their professional goals and are more prepared to develop independent study plans. Thus, understanding the relationship between stress and self-learning ability is crucial for enhancing students’ educational experience.
The Role of Self-Control in Self-Learning
Self-control is a critical factor in the self-learning process, as it enables individuals to develop effective learning behaviors. Research has shown that psychological stress negatively predicts an individual’s ability to self-regulate, while self-control demonstrates a positive effect on self-learning. Self-control provides individuals with the ability to organize their learning behaviors, including self-monitoring, strategic planning, and implementing educational strategies. For example, individuals with high self-control can maintain their intrinsic motivation and achieve independence in learning, enhancing their self-learning ability.
Moreover, individuals with high self-control tend to have better focus during the learning process, making them less prone to distractions. Therefore, their intrinsic motivations and independence play an important role that affects the level of self-learning, as learning occurs more effectively when the individual controls their goals and educational plans.
The Relationship
The Relationship Between Self-Learning and Professional Identities
Professional identity is considered one of the fundamental factors in shaping individuals’ personalities in various work environments. Self-learning provides an additional opportunity to enhance this identity by enabling individuals to acquire the necessary skills and knowledge to achieve their professional goals. In the case of nursing students, self-learning contributes to clarity regarding professional goals and enhances professional achievement. Studies have shown that students who engage in self-learning are able to form stronger and clearer professional identities than those who rely solely on traditional education.
Additionally, having clear and specific goals is regarded as an additional motivator that enhances the effectiveness of self-learning, as focusing on achieving these goals contributes to increasing personal motivation to enhance learning. Therefore, educational institutions should promote the concept of self-learning as a primary means of developing students’ professional identities, which helps better prepare them for the job market.
Achieving Balance Between Stress and Self-Learning
There is an urgent need to understand how to achieve a balance between psychological stress and the ability to engage in self-learning. The pressure of studying or working can be a motivator for improving performance, but it can become a barrier when it exceeds reasonable limits. Strategies for achieving balance are divided into two main categories: coping strategies and educational resources. First, individuals should learn coping strategies such as meditation, exercising, and effective time management to alleviate the effects of stress. Second, it is important for students to seek educational resources that contribute to improving their educational experiences, such as libraries, intensive study programs, and academic assistance.
It is also essential to create a supportive learning environment that allows students to express their feelings and strategies in dealing with stress. By doing so, individuals can develop applicable coping skills in both academics and work, which contributes to improving the level of self-learning and developing professional identities.
Understanding the Professional Identity of Nursing Students
Professional identity is an essential part of the student’s experience in nursing, as it reflects their understanding of their role and appreciation of the values and principles of the profession. Professional identity contributes to shaping the student’s character, attitudes, and behavior in the workplace. An analysis of the experiences of 675 nursing students revealed a strong relationship between professional identity and perceived stress levels, self-control, and the ability to engage in self-learning. The overall level of professional identity among students, which averaged 56.46±11.37, reflects the challenges they face due to academic and practical pressure during their training period.
The understanding of professional identity is enhanced through interaction experiences between students and their colleagues at work, forming a set of positive and negative reinforcements about their roles as health professionals. The psychological impact resulting from training experiences helps shape identity and the desire to invest in their professional lives. Educational institutions should focus on supporting students during this phase to enhance their sense of belonging and self-esteem, pushing them toward a comprehensive understanding of their needs as future professionals.
The Relationship Between Perceived Stress and Professional Identity
The study found that perceived stress plays a significant role in shaping the professional identity of nursing students. Results showed that students who experience high levels of perceived stress demonstrate a decrease in their professional identity level. Perceived stress is associated with several factors, including the difficulty of dramatic situations during training and the lack of practical experience, which makes students feel incompetent. This psychological state may lead to the erosion of professional identity and the scattering of students’ understanding of the roles assigned to them, increasing their feelings of anxiety and limiting their ability to adapt to the professional environment.
In the context of the study, a strong negative correlation was found between perceived stress and professional identity (r = -0.413, p < 0.001). This reflects that perceived stress negatively affects students' self-esteem and their ability to have a positive view of their roles as practitioners in the nursing field. This calls for the implementation of strategies that support students' mental health, such as providing psychological counseling and academic support, which can help alleviate perceived stress and improve professional identity.
Role
Self-Regulation in Enhancing Professional Identity
Self-regulation is considered one of the key factors that can affect how students cope with perceived stress. The study showed fascinating results on this topic. It was found that self-regulation has a positive relationship with professional identity (r = 0.376, p < 0.01), meaning that students who possess a high level of self-regulation exhibit a stronger professional identity.
The significance of maintaining a good level of self-regulation lies in students’ ability to organize their emotions and thoughts. This enables them to cope more effectively with challenging situations, making it easier for them to adapt to the demands of practical education and training. Studies indicate that students who have good self-regulation tend to adopt proactive coping strategies, enhancing their academic experience and positively contributing to the development of their professional identity. This underscores the need to train students in self-regulation skills, such as recognizing and appropriately managing stressors.
The Importance of Self-Learning in Building Professional Identity
The results show that the ability to self-learn plays a vital role in shaping professional identity. The relationship between self-learning and perceived stress is complex; it was found that increased perceived stress leads to a decrease in students’ ability to self-learn (β = -0.263, p < 0.001), negatively affecting professional identity. Excessive stress leads to diminished self-efficacy and thus creates a vicious cycle of anxiety and ineffective learning.
Although moderate stress can stimulate learning motivation, excessive stress results in negative consequences for academic performance and professional development. Therefore, attention should be given to balancing psychological pressures in students’ lives by providing them with effective self-learning methods and encouraging them to develop their skills, which can ultimately enhance their professional identity and self-esteem.
Providing a flexible and conducive learning environment can enhance students’ self-achievement ability and develop the skills necessary for success in their future professional lives. This environment relies on engaging students in active learning processes and motivating them to make decisions and take initiatives in their educational journey.
The Importance of Self-Learning in Building Professional Identity for Nursing Students
The ability to self-learn is one of the essential elements that contribute to enhancing professional identity among nursing students. Students with strong self-learning skills tend to actively seek educational opportunities and challenges to continually improve their knowledge and skills. Through this type of learning, students can enhance their professional competency and develop their talents and abilities. The sense of accomplishment and satisfaction that comes from this self-growth reinforces students’ professional identity. For instance, when a student strives to acquire new skills or improve their knowledge in a specific subject, it not only enhances their knowledge but also strengthens their sense of identity as a professional in the nursing field.
However, perceived psychological stress can negatively impact students’ professional identity by reducing their ability to self-learn. If students face high psychological stress, they may find themselves unable to organize their time or manage their studies effectively, leading to a deterioration of their professional identity. Therefore, it is vital to explore ways to improve professional identity by reducing levels of psychological stress and enhancing self-learning.
The Role of Self-Control in Enhancing Self-Learning
The results indicate that there is a positive relationship between self-control and the ability to self-learn, confirming the hypothesis of the role of self-control as a mediator in the relationship between psychological stress and professional identity. Self-control refers to individuals’ ability to regulate their thoughts, feelings, and behaviors. Students who possess strong self-control are better able to manage their study behaviors, achieve set learning goals, and implement them effectively. For example, a student with high self-control may organize their study schedule, allowing them to achieve a better balance between studying, work, or other activities.
Moreover,
this context, students with strong self-control skills often develop effective study habits, such as setting aside regular time for study and clearly defining learning goals. These habits enhance self-learning ability, making the student more productive and efficient in their academic dealings. Additionally, the ability to resist external distractions and focus on their tasks can help students achieve better learning.
Practical Applications for Enhancing Professional Identity Among Nursing Students
The findings of this study should be based on practical applications aimed at enhancing the professional identity of nursing students. It is important for teachers and educational bodies to consider students who suffer from high levels of stress, low self-control, and weak self-learning abilities. They must work on developing these skills and the necessary support to achieve improvement in professional identity.
Educational activities such as seminars and lectures held by experts in the field are essential for guiding students toward improving their perception of the nursing profession. By engaging students in professional activities that showcase the practical aspirations of the profession, they can be motivated and their understanding of the opportunities and challenges aligned with their career path can be increased.
Challenges and Limitations in Researching Professional Identity
Studies contain some challenges, such as the imbalance in the distribution of participants by gender, where females make up the larger proportion, affecting the overall representation of the results. The future calls for the introduction of studies with a higher proportion of male participants to achieve results that better reflect reality. Furthermore, the method of self-reported data collection may influence the credibility of the results, thus future studies should adopt more diverse methods such as direct interviews.
Despite these limitations, the strength of the study was bolstered by the large sample size, providing statistical power to the results and thereby supporting the conclusions. Thus, the deep understanding of the complex relationships between psychological stress, self-control, self-learning ability, and professional identity represents a significant contribution to the development of higher education in nursing.
Conclusions About Professional Identity and the Impact of Psychological Stress
It appears that psychological stress directly affects the professional identity of nursing students, as it also indirectly influences through pillars such as self-control and self-learning ability. The results suggest that enhancing self-control and self-learning ability can be an effective means of improving professional identity. Therefore, this research serves as a theoretical foundation and a new perspective for developing intervention programs to improve the professional identity of nursing students.
Recognizing the Professional Identity of Nurses
Professional identity is a fundamental element in shaping individuals’ character within health professions, especially among nurses. Professional identity not only reflects the level of education and experience but also expresses passion and the desire to provide healthcare. Recent research has shown that having a strong professional identity is associated with increased job satisfaction and psychological well-being among nurses. For example, nurses who feel strongly connected to their profession show lower levels of stress and burnout.
Many studies confirm that factors influencing the development of professional identity include education, training, and interaction with patients and colleagues. In China, a study was conducted to understand how professional identity affects self-satisfaction among nurses, and researchers found that enhancing professional identity significantly increases levels of psychological well-being. Academic achievement and self-esteem are considered supporting factors that help enhance professional identity.
Psycho-Stress and Its Impact on Nurses’ Performance
Psycho-stress is one of the biggest challenges faced by nurses in the workplace. Factors such as excessive workloads and long working hours, along with dealing with difficult medical cases, lead to increased levels of psychological stress. When psychological stress is high, it can result in a decrease in the quality of care provided to patients, negatively impacting treatment outcomes. Many studies have shown that high levels of stress are associated with increased rates of burnout and negative emotions.
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Some studies have examined the relationship between psychological stress and professional identity, where it was observed that nurses with a strong professional identity can cope better with psychological stress, which helps enhance job satisfaction. This relationship has established and provided practical evidence of the importance of building professional identity as part of strategies to reduce psychological stress in health settings.
The Importance of Self-Learning Ability in Nursing
Self-learning is a vital skill needed by all healthcare practitioners, especially in light of the rapid changes in the healthcare field. Nurses who possess self-learning ability are more adaptable to changing conditions, which is a key factor in their professional success. Studies have shown that the ability to self-learn is positively related to professional identity, as practitioners who invest in developing their skills and knowledge demonstrate a higher level of satisfaction and productivity.
Implementing self-learning strategies in nursing education increases the effectiveness of the educational experience and contributes to shaping practitioners who are capable of dealing with complex challenges in care. For example, through the use of mobile learning techniques and online training courses, nurses can enhance their concepts and new skills, which positively impacts their performance and profession.
The Role of Leadership and Academic Guidance in Improving the Work Environment for Nurses
Leadership and academic guidance play a pivotal role in supporting and improving the work environment for healthcare practitioners. Inspiring leadership directs practitioners towards skill development and enhances team spirit, having a strong impact on overall performance and improving professional identity. Through proper training and guidance, leaders can help reduce levels of psychological stress and enhance communication and respect among team members, contributing to the improvement of the quality of healthcare delivered.
Targeted training plans and programs aimed at enhancing leadership capabilities can improve the general work environment, encouraging nurses to achieve personal and professional advancements. This leads to strengthening the professional identity, which is an attractive factor for practitioners in this field, ultimately contributing to psychological well-being and job stability.
Challenges of Study and Research in the Nursing Profession
The nursing profession is considered one of the most challenging professions due to the diversity of cases dealt with and the high pressure at work. Researching and understanding aspects of this profession is complex, as studies require diverse topics that cover various aspects of healthcare. For example, psychological stress, professional identity, and self-learning ability are all topics that require in-depth and focused study to analyze their impact on the quality of healthcare provided.
The main challenges lie in obtaining representative and reliable samples from practitioners, which contributes to reducing research gaps. Research also indicates the need for standardized measures that contribute to assessing the various factors affecting practitioners and enhancing a comprehensive understanding of their scientific and professional experiences. Given all these challenges, working to enhance collaboration between educational institutions and healthcare facilities is crucial to advancing research and developing future nursing practitioners.
Source link: https://www.frontiersin.org/journals/medicine/articles/10.3389/fmed.2024.1429014/full
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