Examining the factors associated with nurses' professional identity from the perspectives of learning effectiveness and teamwork skills

Purpose: The promotion and retention of care experience are crucial in nursing practice. Research shows that professional identity can improve the retention of nurses and enhance their care practices. Most studies of professional identity have focused on clinical nurses, and there is limited research into nursing students' professional identity. This study aimed to test a model wherein simulation learning effectiveness, teamwork skill, and competence are related to professional identity. Methods: In this quantitative and correlational study, participants were 102 nursing students, who were recruited from one medical university in Taiwan. Data were collected using the Simulation Learning Effectiveness Scale, Teamwork Skills Scale, Holistic Nursing Competence Scale, and Professional Identification Scale. Results: Simulation learning effectiveness and teamwork skill were significantly and positively associated with holistic nursing competence (β= .44; β= .46, p ＜ .001). In addition, holistic nursing competence was significantly and positively associated with professional identity (β= .55, p ＜ .001). Overall, simulation learning effectiveness and teamwork explained 50.8% of the variance in nursing competence. Nursing competence explained 30% of the variance in professional identity. Conclusion: The findings of this study expand our understanding of nursing students' professional identity. This may be particularly useful for nursing school faculties to develop strategies to enhance students' professional identity.