Development of the professional competence and professional self-concept of undergraduate nursing students during the clinical practice period: A cross-lagged panel analysis |
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| Institution: | 1. Postanesthesia Care Unit, Department of Oral and Maxillofacial Surgery, Peking University School and Hospital of Stomatology & National Center of Stomatology & National Clinical Research Center for Oral Diseases & National Engineering Research Center of Oral Biomaterials and Digital Medical Devices, Beijing 100081, China;2. Teaching Office, Peking University School of Nursing, Beijing 100191, China;1. Anglia Ruskin University, UK;2. Edge Hill University, UK;3. University College London, UK;4. Manchester Metropolitan University, UK;1. Mental Health Nursing Department, College of Nursing, University of Ha’il, Ha’il City 55473, Saudi Arabia;2. Medical-Surgical Nursing Department, College of Nursing, University of Ha’il, Ha’il City 55473, Saudi Arabia;1. School of Health, Medical and Applied Sciences, Central Queensland University, Melbourne, VIC, Australia;2. School of Nursing, University of Tasmania, Sydney, NSW, Australia;3. School of Nursing, Midwifery and Social Sciences, Central Queensland University, Melbourne, VIC, Australia;4. Southwest Medical University, Luzhou, Sichuan Province, China;5. School of Nursing, Midwifery & Social Sciences, Central Queensland University, Sydney, NSW, Australia;1. Institute of Clinical Nursing, College of Nursing, National Yang Ming Chiao Tung University, Taipei, Taiwan;2. The School of Health in Social Science, The University of Edinburgh, Edinburgh, UK |
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| Abstract: | AimTo explore the relationship of the development of professional competence and professional self-concept of undergraduate nursing students during the clinical practice period.BackgroundClinical practice is one of the most important aspects of nursing education. Nursing students combine theoretical knowledge, psychomotor skills and emotions in a professional socialization process through clinical practice sessions.DesignA two-time point longitudinal design was performed. A cross-lagged model was employed to analyze the relationship between the development of professional competence and professional self-concept of undergraduate nursing students during their clinical practice period.MethodsA total of 210 undergraduate nursing students were included in this study. The questionnaire was distributed two months and six months after their clinical practice started. Professional Self Concept of Nurses Instrument and Professional Competence Scale for Undergraduate Nursing Students were the two main instruments.ResultsBoth the professional competence and professional self-concept of Undergraduate nursing students increase at the end of the sixth month compared with the end of the second month after their clinical practice started. The results of the cross-lagged analysis showed that the professional self-concept was partially responsible for the development of professional competence. The effect of professional competence on the development of professional self-concept, in contrast, was not found in this study.ConclusionsClinical nursing educators should pay greater attention to the development of the professional self-concept of undergraduate nursing students. More attention should be paid to creating a supportive clinical learning environment to facilitate the improvement of undergraduate nursing students’ professional self-concept and professional competence. |
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| Keywords: | Professional competence Professional self-concept Undergraduate nursing student Clinical practice Clinical learning environment |
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