Document Type : Original Article
Authors
1 Department of Medical and Surgical Nursing, School of Nursing and Midwifery, Babol University of Medical Sciences, Babol, Iran
2 Social Determinants of Health Research Center, Health Research Institute, Babol University of Medical Sciences, Babol, Iran
Abstract
BACKGROUND: Professional identity includes the values and beliefs of a nurse that guide her
thinking, action, and interaction with patients. The stressful conditions of the COVID‑19 pandemic
may have affected nursing students’ resilience and attitudes toward their profession. Therefore, the
aim of this study was to investigate the professional identity and resilience in nursing students during
the COVID‑19 pandemic.
MATERIALS AND METHODS: This cross‑sectional descriptive study was performed in November and
December 2020 with the participation of all nursing students of Babol University of Medical Sciences
who spent at least one semester of internship in a hospital during the COVID‑19 pandemic. Data
were collected using demographic questionnaire, Connor‑Davidson resilience scale, and nursing
students’ professional identity scale. Data analysis was performed using independent t‑test, ANOVA,
and correlation tests at a significance level of 0.05.
RESULTS: Nursing students in the 3rd, 5th, and 7th semesters have spent a minimum of 13 and a
maximum of 151 days of internship during the pandemic period. The mean score of professional
identity of nursing students was 61.86 ± 9.34 and their mean resilience score was 32.08 ± 13.54. The
resilience score of 92% of students was below 50. Professional identity was significantly stronger,
and resilience was considerably higher in students who were satisfied with their profession and lived
with their families (P < 0.05). In other words, students with higher professional identity scores had
higher resilience (r = 0.39, P = 0.000).
CONCLUSION: Despite a good professional identity score, the resilience of nursing students during
the COVID‑19 pandemic is low. Therefore, professors and the clinical education system should
provide more support for students in such stressful times as the COVID‑19 pandemic period.
Keywords
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