Study Of The Model Of Self-education In Enhancing The Level Of Professional Identity And Professional Self-efficacy In Nurse Students

Objective: This paper reports the development process of questionnaires of professional identity and professional self-efficacy for nurse students and describes the status quo of professional identity and professional self-efficacy in nurse students by surveying. Then design a series of activities of professional self-education for nursing students and study the effect of self-educational project on professional identity and self-efficacy in nurse students. Attempt to build up a model for professional psychological education being consistent with current educational situation, turning teacher-based education into student-based experiential education. Aim to promote the positive development of professional identity and professional self-efficacy in nurse students, and enhance their capability of professional adaption by using the new educational model. In the meantime, develop theoretical basis and assessment tool for improving the method of professional psychological education.Methods:①Developed the questionnaires of professional identity and professional self-efficacy for nurse students basing on sociological psychology related theory using method of literature review and expert interview and consulting, and tested their validity and reliability.②2854 Nurse students including four levels (freshman, sophomore, junior and senior) from three nursing schools were surveyed by the above self-made questionnaires to explore the status quo of professional identity and professional self-efficacy in nurse students, to analyzing the difference among four levels, and study the influencing factors.③Designed self-educational interventions for nurse students based on theoretical research and questionnaire survey. Chose 110 freshmen (2008 grade) from one nursing school in Beijing as an experimental group and had intervened on them for two years. Chose 58 freshmen as a control groupⅠfrom another nursing school. Surveyed two groups by PIQNS and PSQNS before and after experiment (Dec,2008 and Dec,2010), and compared the difference of degrees of change on professional identity and professional self-efficacy between two groups.④Survey 85 subjects of 2005 grade at Dec, 2010 as another control groupⅡ, and then did self-comparison between experimental group and control groupⅠand did comparison between experimental group and control groupⅡ,to compare the difference on professional identity and professional self-efficacy. Result:①PIQNS:Principal Component Factor Analysis confirm 17 items loaded on five factors which explained 58.882% of the variance. The factors were named respectively professional self-image, benefit of retention and risk of turnover, social comparison and self-reflection, independence of career choice, social modeling. The Cronbach's alpha and the split-half reliability of PIQNS were respectively 0.827 and 0.842.②PSQNS: Principal Component Factor Analysis confirmed 27 items loaded on six factors which explained 51.489% of the variance. The factors were named respectively professional attitude and belief, ability of problem-solving, capacity of professional information collection and professional plan, professional cognition, professional value and professional choose. The Cronbach's alpha, the split-half reliability, and test-retest reliability of PSQNS were respectively 0.841, 0.775 and 0.741.③There was significant differences among four levels of nursing students in total score and five factors for PIQNS and PSQNS, P<0.05. There was significant differences between two groups, which did professional related or did non-professional social practice, in total score and three factors of PIQNS and total score f and our factors of PSQNS.④There was significant difference between before and after experiment for experimental group in total score and three factors of professional self-image, independence of career choice, social-modeling, in PIQNS. There was significant difference between experimental and control groupⅡin total score and three factors of professional self-image, independence of career choice, social-modeling, in PIQNS.⑤There was significant difference between before and after experiment for experimental group in total score and four factors of professional attitude and belief, capacity of problem-solving, professional cognition, professional value in PSQNS. There was significant difference between experimental and control groupⅡin total score and four factors of professional attitude and belief, capacity of problem-solving, professional cognition, professional value in QPSNS.Conclusion:①Formulate the initial model of self-education on professional identity based on literature review and theoretical analysis.②Given its high reliability and validity, PIQNS and PSQNS could be used as two measurement tools for educators to evaluate the developing level of professional identity and professional self-efficacy in nursing students and assess the effectiveness of corresponding interventions and strategies.③The result of status and self-efficay in nurse students. Analysis showed that social activities related to career influenced the professional identity and self-efficacy in nurse students. The initial model was revised based on this result,④The research of the model of self-education on professional identity proved the hypothesis, which can enrich the final formal model, which were designed by two standards. Firstly, they are a kind of social activities related to career, or embodying professional self-experience. Secondly, the activities were designed by theory of professional self-efficay, and express one of the four information sources of professional self-efficacy. The social activities related to nursing career mainly focused on volunteer service for patients,and enhancing professional identity in nurse students.