Professional self-concept of BSN students: A cross-sectional correlational study

Brianna Garza; So Hyeon Bang; Li-Chen Lin

doi:10.1016/j.nedt.2024.106238

Professional self-concept of BSN students: A cross-sectional correlational study

Nurse Educ Today. 2024 May 6:139:106238. doi: 10.1016/j.nedt.2024.106238. Online ahead of print.

Authors

Brianna Garza¹, So Hyeon Bang², Li-Chen Lin³

Affiliations

¹ The University of Texas Southwestern Medical Center, United States of America. Electronic address: brianna.garza@utsouthwestern.edu.
² School of Nursing, The University of Texas at Austin, United States of America. Electronic address: shbang@utexas.edu.
³ School of Nursing, The University of Texas at Austin, United States of America. Electronic address: llin@mail.nur.utexas.edu.

PMID: 38728990
DOI: 10.1016/j.nedt.2024.106238

Abstract

Background: Professional self-concept consists of one's judgments, attitudes about oneself professionally, and one's own perception as a professional. A positive professional self-concept can support students and new nurses throughout their nursing careers.

Objective: To describe levels of self-concept among pre-licensure undergraduate students.

Participants/setting: The participants were nursing students in a Bachelor of Science in Nursing program in the United States.

Design/methods: This is a cross-sectional correlational study with self-report instruments, including demographics and the Professional Self-Concept of Nurses Instrument. Data (N = 103) were analyzed with SPSS/WIN 29.0. Descriptive statistics and professional self-concept scores were examined with independent t-tests, ANOVA, and Pearson's correlations.

Results: Most participants were female (n = 90), with a mean age of 20 years (SD = 1). The mean professional self-concept of nurses score was 78 (SD = 7), ranging from 27 to 108, and professional self-concept was positively correlated with receiving tutoring through the university's program, working as a tutor for nursing students or students in prerequisite classes, transferring into the nursing program, and participating in campus nursing organizations. Professional self-concept was negatively correlated with advancement in semesters of the nursing program, being a first-generation college student, having a family member who is a nurse, GPA, and having clinical-related work experience in healthcare.

Conclusions: Higher levels of exposure to nursing may be related to lower professional self-concept. This is important to recognize and it may generalize to other nursing schools and health-related departments. Schools of nursing should enhance students' resilience by promoting self-concept. Our findings also shade light on self-care and the mental health of healthcare professionals.

Keywords: Educational preparation; Nursing students; Professional self-concept.