Analysis on professional identity current status and influencing factors among freshman undergraduate nursing students in traditional Chinese medicine colleges

Abstract

Abstract:

Objective To investigate the current status of professional identity among freshman undergraduate nursing students in traditional Chinese medicine colleges，and analyze its influencing factors，so as to provide reference for undergraduate nursing education in traditional Chinese medicine colleges and universities. Methods A total of 302 freshman undergraduate nursing students were recruited by convenience sampling from a traditional Chinese medicine college in Chongqing in September 2024. The general information questionnaire，professional identity questionnaire for undergraduate students，and specialty circumstance questionnaire for undergraduate students were used to conduct the investigation，and the data were analyzed. Results The total score of professional identity of 302 freshman undergraduate nursing students was 86.00（79.00，92.00）points. The score of cognitive identity dimension，emotional identity dimension，behavior identity dimension，and fitness identity dimension were 19.00 （18.00，20.00），30.00（26.00，32.00），23.00（21.00，25.00），14.00（12.00，16.00）points，respectively. The major in humanities or science in high school，role models in the professional field，professional prospect status，professional values，and professional study environment entered into the regression equation（R²=0.637，F=19.893，P<0.01）. Conclusions The professional identity of 302 freshman undergraduate nursing students in Chongqing is at a upper moderate level，which is influenced by major in humanities or science in high school，nursing role model，professional prospect status，professional values，and professional study environment. The nursing educators in traditional Chinese medicine colleges should combine traditional Chinese medicine teaching and research resources to carry out professional identity education，pay attention to the guidance and demonstration role of professional role models in professional identity education，integrate discussions on the prospects and value of the profession，and attach importance to the construction of professional learning environment，so as to enhance the professional identity of undergraduate nursing freshmen.

Key words: Nursing undergraduates, Professional identity, Traditional Chinese medicine colleges, Influencing factors

CLC Number:

R181.3

LI Xiran, HU Chen, FAN Wenbin, ZHU Feng. Analysis on professional identity current status and influencing factors among freshman undergraduate nursing students in traditional Chinese medicine colleges. [J]OCCUPATION AND HEALTH, 2026, 42(8): 1138-1142.

Figures/Tables 4

References 25

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项目	条目数	得分范围	得分[M（P₂₅，P₇₅）]	条目均分 [M（P₂₅，P₇₅）]
专业认同总分	23	23~115	86.00（79.00，92.00）	3.73（3.43，4.00）
认知性专业认同	5	5~25	19.00（18.00，20.00）	3.80（3.60，4.00）
情感性专业认同	8	8~40	30.00（26.00，32.00）	3.75（3.25，4.00）
行为性专业认同	6	6~30	23.00（21.00，25.00）	3.83（3.50，4.17）
适切性专业认同	4	4~20	14.00（12.00，16.00）	3.50（3.00，4.00）

项目	条目数	得分范围	得分[M（P₂₅，P₇₅）]	条目均分 [M（P₂₅，P₇₅）]
专业认同总分	23	23~115	86.00（79.00，92.00）	3.73（3.43，4.00）
认知性专业认同	5	5~25	19.00（18.00，20.00）	3.80（3.60，4.00）
情感性专业认同	8	8~40	30.00（26.00，32.00）	3.75（3.25，4.00）
行为性专业认同	6	6~30	23.00（21.00，25.00）	3.83（3.50，4.17）
适切性专业认同	4	4~20	14.00（12.00，16.00）	3.50（3.00，4.00）

项目	专业具体情境总分	专业前景地位	专业价值	专业学习环境	专业培养目标
专业认同总分	0.727^a	0.594^a	0.690^a	0.563^a	0.535^a
认知性专业认同	0.407^a	0.307^a	0.323^a	0.367^a	0.330^a
情感性专业认同	0.716^a	0.627^a	0.706^a	0.507^a	0.509^a
行为性专业认同	0.517^a	0.355^a	0.422^a	0.484^a	0.436^a
适切性专业认同	0.503^a	0.452^a	0.525^a	0.343^a	0.323^a

项目	专业具体情境总分	专业前景地位	专业价值	专业学习环境	专业培养目标
专业认同总分	0.727^a	0.594^a	0.690^a	0.563^a	0.535^a
认知性专业认同	0.407^a	0.307^a	0.323^a	0.367^a	0.330^a
情感性专业认同	0.716^a	0.627^a	0.706^a	0.507^a	0.509^a
行为性专业认同	0.517^a	0.355^a	0.422^a	0.484^a	0.436^a
适切性专业认同	0.503^a	0.452^a	0.525^a	0.343^a	0.323^a

项目	B值	$s_{\bar{x}}$	β值	t值	P	95%CI
高中分科	3.528	1.384	0.101	2.549	<0.05	0.803~6.253
在专业领域内是否有榜样	2.516	0.975	0.106	2.579	<0.05	0.595~4.436
专业前景地位	0.631	0.176	0.190	3.589	<0.01	0.285~0.977
专业价值	1.465	0.230	0.353	6.369	<0.01	1.012~1.918
专业学习环境	0.730	0.193	0.203	3.787	<0.01	0.351~1.110
常量	31.525	7.564	-	4.168	<0.01	16.634~46.416