Abstract:
Objective To explore the relationship between self-regulated learning ability, professional identity, and competence among nursing students, and analyze the mediating role of self-regulated learning ability in the relationship between professional identity and competence under mode of school-enterprise "dual education".
Methods A quantitative study of 1 111 nursing students from 17 vocational colleges in 11 provinces across the country under the "dual education" model was performed, adopting an online survey with convenience sampling.The general information questionnaire, professional identity questionnaire for nurse students, self-regulated learning ability scale, and nursing students competence instrument were distributed online.A stratified multiple regression analysis was applied to examine the impact of professional identity and self-regulated learning ability on nursing competence.The Bootstrap method was employed in data analysis to test the mediating role of self-regulated learning ability between professional identity and competence.
Results Competence was significantly positively correlated with professional identity (r=0.433, P < 0.01) and self-regulated learning ability (r=0.619, P < 0.01).Multiple regression analysis revealed that professional identity or self-regulated learning ability could have a positive impact on competence(P < 0.01).Meanwhile, self-regulated learning ability played a mediating role in the relationship between professional identity and competence, with an indirect effect of professional identity creation through self-regulated learning ability accounting for 68.4% of the total effect.
Conclusions Self-regulated learning ability mediates the relationship between professional identity and nursing competence to some extent.Students' professional identity and self-regulated learning ability should be paid greater attention to in school and clinical education to improve students' nursing competence.
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