ArticleBMC nursing2025
Factors affecting undergraduate nursing students' professional commitment: a structural equation modeling analysis.
Article in BMC nursing, 2025. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 1 paper.
What it found
Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.
The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.
Who cites it
1 citing paper in PubMed.
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
6 authors.
Funding
Abstract
backgroundPrevious research has demonstrated that nursing students' professional commitment is less than ideal. However, a clear theoretical model to explain or mediate the factors influencing their professional commitment is currently lacking. Building on Social Cognitive Theory (SCT), this study aimed to describe the current situation regarding the professional commitment of undergraduate nursing students and examine its relationships with psychological resilience, medical education environment, innovation ability, and self-directed learning ability.
methodsA total of 813 undergraduate nursing students were recruited through convenience sampling for a cross-sectional study at a medical university in Anhui province. Participants completed the General Information Questionnaire, Professional Commitment Scale, Innovation Ability Scale, Self-Directed Learning Ability Scale, Psychological Resilience Scale, and Dundee Ready Educational Environment Measure (DREEM). Structural equation modeling was used to analyze the hypothesized relationships.
resultsNursing students' total professional commitment score averaged 93.36 ± 13.63. Medical education environment, self-directed learning ability, and innovation ability all significantly and directly associated with professional commitment (β = 0.294, β = 0.167, β = 0.358, respectively). Self-directed learning and innovation ability mediated the effects of psychological resilience (β = 0.114, 0.054, respectively) and the medical education environment (β = 0.089, 0.063, respectively) on professional commitment. Additionally, self-directed learning and innovation ability exhibited a significant chain mediating effect between psychological resilience and the influence of medical education environment on professional commitment (β = 0.114, 0.054, respectively).
conclusionsOur study reveals that self-directed learning and innovation ability mediate the effects of psychological resilience and educational environment on nursing students' professional commitment.These findings suggest nursing educators could focus on fostering students' self-directed learning abilities in teaching and enhancing students' professional commitment by optimizing the educational environment and strengthening mental toughness training.
Indexed as
Identifiers
What OpenQuestion holds
Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.