Table 1_The relationship between psychological capital, stress, micro-learning environment, and professional identity in nursing interns: a structural equation modeling study.docx

BackgroundNursing interns play a crucial role in shaping the future nursing workforce, as their professional identity is closely linked to workplace retention rates and patient outcomes. Thus, investigating the factors that influence nursing interns' professional identity is important.
ObjectiveTo evaluate the relationship between psychological capital, stress, micro-learning environment, and professional identity among nursing interns.
MethodsThis was a cross-sectional study. The sample consisted of 388 nursing interns from 8 comprehensive teaching hospitals across five cities in Hubei Province between March and April 2024. Data were collected using a Descriptive Information Questionnaire, the Psychological Capital Questionnaire, the Student Nurse Stress Index scale, the Healthcare Education Micro Learning Environment Measure, and the Professional Identity Scale. The structural equation model was applied to explore the influencing factors of nursing interns' professional identity.
ResultsThe mean total score for professional identity was 35.57 ± 7.47. Psychological capital positively influenced professional identity directly (β = 0.16, P < 0.01), while stress as measured using the student nurse stress index had a negative impact (β = −0.20, P < 0.01). High scores on the healthcare education micro-learning environment measure positively contributed to the development of professional identity (β = 0.69, P < 0.001). Furthermore, psychological capital was identified as a mediator in the association between the healthcare education micro learning environment and professional identity, as well as between the student nurse stress index scores and professional identity.
ConclusionThe study suggests that a higher level of psychological capital, low stress levels, and a satisfied micro-learning environment are essential in fostering professional identity among nursing interns. It recommends collaboration between nursing schools and clinical departments to enhance nursing interns' psychological capital and stress management skills, creating a positive and safe working environment, thereby fostering professional identity among nursing interns.

背景：护理实习生是塑造未来护理人才队伍的核心力量，其职业认同与职场留存率及患者结局密切相关，因此探究影响护理实习生职业认同的相关因素具有重要意义。目的：本研究旨在分析护理实习生的心理资本（psychological capital）、压力、微学习环境（micro-learning environment）与职业认同之间的关联。方法：本研究为横断面研究，于2024年3月至4月纳入湖北省5个城市的8所综合教学医院共388名护理实习生作为研究对象。采用描述性信息问卷、心理资本问卷（Psychological Capital Questionnaire）、护生压力指数量表（Student Nurse Stress Index）、医疗教育微学习环境测评量表（Healthcare Education Micro Learning Environment Measure）及职业认同量表（Professional Identity Scale）收集研究数据，并通过结构方程模型（structural equation model）解析护理实习生职业认同的影响因素。结果：护理实习生职业认同总均分为35.57±7.47。心理资本对职业认同具有直接正向影响（β=0.16，P<0.01）；护生压力指数量表所测评的压力水平对职业认同产生负向影响（β=-0.20，P<0.01）。医疗教育微学习环境测评得分越高，越能正向促进职业认同的形成（β=0.69，P<0.001）。此外，心理资本在医疗教育微学习环境与职业认同的关联中，以及护生压力指数得分与职业认同的关联中均发挥中介作用。结论：本研究表明，较高的心理资本水平、较低的压力感知及良好的微学习环境，是培育护理实习生职业认同的关键要素。研究建议护理院校与临床科室加强协作，提升护理实习生的心理资本水平与压力管理能力，营造积极安全的工作环境，进而促进护理实习生职业认同的形成。