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Objective:To investigate the status of transition shock, career adaptation and professional identity among nursing interns, and to explore the mediating effect of professional identity on career adaptation and transition shock.Methods:In February 2022, 500 nursing students from 18 nursing colleges in Henan province and Shaanxi province were selected as the research subjects by convenient sampling method. General data questionnaire, Professional Identity Questionnaire of Nursing Students, Career Adaptability Scale of college students and Chinese version of Transition Impact Assessment Scale of Nursing Undergraduate Interns were used to conduct the questionnaire survey.Results:The career adaptability score of nursing intern was (133.59 ± 22.58); professional identity score was (63.35 ± 14.06); transition impact score was (45.18 ± 10.17). Transition shock was negatively correlated with career adaptation and professional identity ( r=-0.328, -0.484, both P<0.01). Occupational identity had a partial mediating effect on career adaptation and transition shock, accounting for 64.29% of the total effect. Conclusions:The transition shock of nursing interns is at medium level. Nursing educators can reduce the degree of transition shock by improving their professional identity to nursing and their own career adaptation, so as to better adapt to the professional role.
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Objective:To evaluate the application effect of task-based teaching combined with formative evaluation in the teaching of Nursing Research. Methods:A total of 56 nursing students from Batch 2016 were selected as the research objects. The task-based teaching method and formative evaluation were applied in the teaching of Nursing Research to guide the students to participate in and complete the whole nursing research process. The changes of students' autonomous learning ability, learning behavior and innovation ability before and after the course were investigated by questionnaires, so as to evaluate the teaching effect. SPSS 24.0 was used for t test and chi-square test. Results:There were significant differences in the scores of students' independent learning ability before the course (90.43±9.45) and that after the course (94.73±9.64) ( t=-11.87, P<0.05), especially in the aspects of information ability, learning and cooperation ability ( P<0.05). There were significant differences in the score of students' innovation ability before the course (73.64±10.12) and that after the course (77.34±12.31) ( t=-3.05, P<0.05), especially in the aspects of innovative thinking ability and innovative practice ability ( P<0.05). In addition, the students' learning behavior also changed significantly, which was manifested in the increased action of preview, review and questioning. Conclusion:Task-based teaching method combined with formative evaluation can improve students' autonomous learning ability, learning behavior and innovation ability.