| ObjectiveAt present,the phenomenon of nurses' burnout is still severe.Improving professional identity is an important measure to prevent burnout.Nursing interns as associate nurses,their internship period is a critical period of professional identity formation.This study aims to explore the influence of cognitive intervention program on the undergraduate nursing interns' professional identity and professional self-efficacy,and to evaluate the feasibility and effectiveness of the program.MethodsThe mixed research methods are applied in this study,which includes two stages.The first stage involves the process of constructing the cognitive intervention scheme of professional identity in undergraduate nursing interns.Based on theory,the primary scheme was designed through literature review.Then the scheme was modified after specialist consultation and semi-structured interview and final version was decided at last.The second stage is about implement and evaluation of the scheme by the both ways of quantitative and qualitative researches.Specifically,the experimental group and the control group were determined randomly in the two best tertiary comprehensive hospitals in Henan province,which had the similar conditions in many aspects such as treating techniques,working conditions,service quality,salary level etc.The convenience sampling was utilized to recruit the total subjects 144,75 nursing interns into the experimental group and 69 nursing interns into the control group.The experimental group experienced cognitive intervention training five times,once every 2 or 3 weeks averagely according to the intervention scheme.The training patterns mainly consisted of the online lectures of nursing experts,seminars and live interactions.The control group was given routine professional learning and practice during the same period.The measurement tools include Professional Identity Questionnaire for Nurse Students(PIQNS)and Professional Self-efficacy Questionnaire for Nurse Students(PSQNS).The data were collected at pre-intervention and post-intervention(testing twice,1 month and 3 months after training).The data were analyzed with SPSS Statistics 21.0,by the way of descriptive statistical analysis,chi-square test,T test and repeated measurement of variance analysis.P<0.05 was considered statistically significant.For the part of qualitative study,the purposive sampling method was adopted.According to the results of quantitative studies,twelve students from the experimental group were recruited receive semi-structured interviews in order to understand more about the effect of the cognitive intervention training as well as their reflection on practice experience as nursing interns.The interview data were analyzed by Colaizzi 7-step analysis.ResultsThere were 144 nursing interns accepted into the total sample,of whom 138 nursing students participated in the whole research process,and only 6 nursing students dropped out.The intervention group and control group include 69 nursing students respectively.1.Comparison of scores of PIQNS after intervention in two groupsAfter three months of intervention,The average score of PIQNS in the intervention group was increased from(60.06±11.56)before intervention to(67.41±8.23)after intervention.The difference was significant statistically(P<0.05).The professional identity of nursing students in the experimental group was significantly higher than that in the control group.2.Comparison of scores of PSQNS after intervention in two groupsThe average score of PSQNS in the intervention group was increased from(91.97±12.63)before intervention to(97.71±9.52)after intervention and the difference was statistically significant(P<0.05).The total scores of PSQNS measured at the first month and the third month after intervention were improved when comparing with that before intervention.The professional self-efficacy of nursing students in the intervention group was higher than that in the control group,and the difference of intervention effect between the two groups was statistically significant(F=16.546,P<0.001).The qualitative results indicate that the perception of professional identity has become deepened and their professional self-efficacy has been simulated during the cognitive intervention.Three main themes and nine sub-themes were extracted from the interview descriptions.The first theme “perception amendment” includes the following sub-themes--clearing up misunderstandings,adjusting mental state,strengthening a firm faith.The second theme “individual harvest and growth” consists of the three sub-themes –improving communication skills,promoting professional capacity and enhancing individual accomplishment.The third theme “expectations for internship training” consists of the two sub-themes--internship training form and internship training content.Conclusion1.The cognitive intervention scheme of professional identity based on positive psychology is a simple,feasible,and effective training plan for undergraduate nursing interns.It can provide reference and empirical support to work out a systematic professional training strategies with the combination of nursing schools and teaching hospitals.2.The nursing interns' self-efficacy and self-confidence have been strengthened through the intervention program.It can be helpful to promote the level of nursing interns' professional identity during their internship. |
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