An online 5-week professional identity program for nursing student in clinical rotation practice during the first wave of COVID-19 pandemic: A two-arm randomized trial.

AIM: Development and evaluation of the effectiveness of an online 5-week professional identity program among nursing students in clinical internship practice during the COVID-19 restrictions. BACKGROUND: Nurse professional identity is a strong predictor of career commitment. Clinical internship practice is a key stage when nursing students build and rebuild their professional identity. Meanwhile, the COVID-19 restrictions has strongly influenced the professional identity of nursing students as well as nursing education. A well-designed online professional identity program may contribute to nursing students who are in clinical internship practice developing positive professional identity during the COVID-19 restrictions. DESIGN: The study was a two-armed, randomised, controlled trial conducted and reported based on Consolidated Standards of Reporting Trials (CONSORT) 2010 guidelines. METHODS: A total of 111 nursing students undergoing clinical internship were randomised into an intervention group and a control group. The five-weekly session intervention was developed based on social identity theory and career self-efficacy theory. The primary outcomes were professional identity and professional self-efficacy and the second outcome was stress. Qualitative feedback was analysed by thematic analysis. Outcomes were assessed before and after the intervention and analysed using an intention-to-treat principle. RESULTS: The generalised linear model showed that group-by-time effects were significant for the total score of professional identity and three factors of professional self-image, social comparison and self-reflection and independence of career choice, with small effect sizes (Cohen's d from 0.38 to 0.48). Only one factor of the capacity of information collection and planning in professional self-efficacy was significant (Wald χ2 =0.4.82, P < 0.01) with a medium effect size (Cohen d=0.73). The group effect, time effect and group-by-time effect of stress were not significant. Three themes were: 'Gaining in professional identity, self-recognition and peer belonging'; 'Content, self-motivation and intervenor as participation facilitators'; and 'Combining offline and courses, setting group rules and building mutual trust as recommendations'. CONCLUSIONS: The online 5-week professional identity program effectively promoted the development of professional identity and the capacity for information collection and career planning but did not significantly relieve pressure during the internship.

Burnout, Professional Self-Efficacy, and Life Satisfaction as Predictors of Job Performance in Health Care Workers: The Mediating Role of Work Engagement.

BACKGROUND: It is essential to identify the factors that influence the work performance of health professionals working in health care facilities, especially in the context of the COVID-19 pandemic, since these factors have an impact on the quality of medical care provided to the population. OBJECTIVE: This study aimed to analyze the mediating role of work engagement in the relationship between job burnout, professional self-efficacy, life satisfaction, and job performance in Peruvian health care workers. METHODS: Cross-sectional explanatory study, with the voluntary participation of 508 health professionals (physicians and nurses) of both sexes (70.7% women, 29.3% men), and from different health facilities in the city of Lima. All participants were administered the Single Burnout Item questionnaire, the Professional Self-Efficacy Scale (AU-10), the Satisfaction with Life Scale (SWL), the Individual Work Performance Questionnaire (IWPQ), and the Utrecht Work Engagement Scale (UWES-9). Structural Equation Modeling (SEM) was used for data analysis. RESULTS: In the SEM analysis, it was found that for the mediation model the incremental goodness-of-fit indices were significant (χ2 = 2292.313, gl = 659, P < .001, χ2/gl = 2.788). Career self-efficacy (ß = .557, P < .001) and life satisfaction (ß = .289, P < .001) were positive predictors of work engagement. While burnout was a negative predictor (ß = .878, P < .001). The consistent mediation of work engagement of professional self-efficacy, life satisfaction, and burnout had a positive predictor effect on job performance (ß = .878, P < .001). CONCLUSION: Research provides evidence that professional self-efficacy, life satisfaction, and burnout could influence job performance through work engagement.

Adaptation and workload as predictors of professional self-efficacy during the COVID-19 Pandemic in Peruvian university teachers

Introduction. University teachers have had to face the changes demanded by virtual educa-tion in times of the COVID-19 pandemic. Therefore, the objective was to determine whether adaptation to virtual classes and workload predict professional self-efficacy in university teachers. Method. associative-predictive study, with the participation of 321 university teachers (55.5% male and 44.5% female) from two Peruvian universities (22.4% state and 77.6% pri -vate), between 26 and 66 years of age, selected under a non-probabilistic purposive sampling. The evaluation was carried out using a scale of adaptation to virtual classes, a workload scale and a professional self-efficacy questionnaire. A structural equation model was estimated us-ing SPSS Amos 22.0 statistical software. Results. Correlation analysis showed significant associations between the study variables (p < .05). For the SEM model, the goodness-of-fit indicators were very good (chi 2= 380.68, with 143 gl, and a p value < .001, CFI = .956 IFI= .957;NFI= .932;GFI= .891;TLI = .948;RMSEA= .072). Thus, it is possible to determine that there is a statistically significant effect of adapta-tion and workload on professional self-efficacy. Discussion or Conclusion. The level of adjustment to virtual teaching and the perception of work overload are factors that influence university teachers' confidence in their pedagogical abilities. It is concluded that adjustment and workload predict professional self-efficacy in Peruvian university teachers.