Mediating role of resilience between learning engagement and professional identity among nursing interns under COVID-19: A cross-sectional study.

AIM: The aim of the study was to explore the mediating effect of resilience between learning engagement and professional identity of nursing interns. DESIGN: A descriptive, cross-sectional study design. METHODS: An online questionnaire survey was conducted among nursing interns in Fujian Medical University from February 2022 to April 2022 by convenience sampling. The scores of learning engagement, resilience and professional identity were evaluated. The PROCESS Marco in SPSS was used to analyse the mediating effect. RESULTS: A total of 222 senior nursing students participated in the questionnaire survey. Both learning engagement (r = 0.491, p < 0.01) and resilience (r = 0.537, p < 0.01) correlated positively with PI. Resilience is also positively related to PI (r = 0.693, p < 0.01). Also resilience played a partial mediating role in the relationship between learning engagement and professional identity (a*b = b = 0.2451, 95% CI: 0.1543, 0.3581), and its effect accounted for 53.3%.

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.

Social identity enactment in a pandemic: Scottish Muslims' experiences of restricted access to communal spaces.

The comprehensive analysis of social identity cannot simply focus on individuals' cognitive self-definition. Rather it should also theorize the social conditions that affect individuals' opportunities to act in terms of those self-definitions. We argue that the social distancing interventions associated with Covid-19 provide an opportunity to explore the significance of otherwise taken-for-granted social factors which routinely support and sustain individuals' identity enactments. Using qualitative data gathered with 20 members of the Scottish Muslim community (19 diary entries and 20 post-diary interviews), we explore their experiences of restricted access to community-relevant social spaces (e.g., mosques and prayer rooms). Our analysis shows that while these regulations could result in new opportunities for Muslims' religious identity enactments, they also impeded their abilities to act in terms of their religious identification. Addressing such impediments, we develop our understanding of the contextual factors that shape individuals' abilities to enact identity-defining norms and values.

The relationship between the sources of confidence in overcoming COVID-19 and the improvement of medical students' professional identity: mediation by medical students' attention to COVID-19.

BACKGROUND: The prevalence of COVID-19 highlights the shortage of human medical resources, and improving medical students' professional identity is crucial to improving this situation. The sources of confidence in overcoming COVID-19 and medical students' attention to COVID-19 were significant factors affecting their professional identity. However, no study has investigated the mediating role of medical students' attention to COVID-19 in their relationship. This study investigates the relationship between these three factors in three medical university students in Hunan Province. METHODS: A cross-sectional survey study that used convenience sampling method was conducted on 2775 medical students from three universities in the Hunan Province of China from March 15 to April 19, 2020. An intermediary model was established to evaluate the role of medical students' attention to COVID-19 in the sources of confidence in overcoming COVID-19 and the improvement of medical students' professional identity. RESULTS: The sources of confidence in overcoming COVID-19, medical students' attention to national crisis events, and the improvement of medical students' professional identity was positively associated with each other (ß = 0.328 ~ 0.464, P < 0.001). The mediating effect accounted for 23.3% of the total effect and 30.4% of the direct effect. Medical students' attention to COVID-19 partially mediates the relationship between the sources of confidence to overcome COVID-19 and the improvement of medical students' professional identity. CONCLUSIONS: This study found that the sources of confidence in overcoming COVID-19 and medical students' attention to national crisis events have a significant predictive effect on the improvement of medical students' professional identity. Medical students' attention to COVID-19 mediated the relationship between the sources of confidence to overcome COVID-19 and the improvement of medical students' professional identity. The findings have emphasized the theoretical and practical significance of professional identity education for medical students.

Assessment of the Effectiveness of Identity-Based Public Health Announcements in Increasing the Likelihood of Complying With COVID-19 Guidelines: Randomized Controlled Cross-sectional Web-Based Study.

BACKGROUND: Public health campaigns aimed at curbing the spread of COVID-19 are important in reducing disease transmission, but traditional information-based campaigns have received unexpectedly extreme backlash. OBJECTIVE: This study aimed to investigate whether customizing of public service announcements (PSAs) providing health guidelines to match individuals' identities increases their compliance. METHODS: We conducted a within- and between-subjects, randomized controlled cross-sectional, web-based study in July 2020. Participants viewed two PSAs: one advocating wearing a mask in public settings and one advocating staying at home. The control PSA only provided information, and the treatment PSAs were designed to appeal to the identities held by individuals; that is, either a Christian identity or an economically motivated identity. Participants were asked about their identity and then provided a control PSA and treatment PSA matching their identity, in random order. The PSAs were of approximately 100 words. RESULTS: We recruited 300 social media users from Amazon Mechanical Turk in accordance with usual protocols to ensure data quality. In total, 8 failed the data quality checks, and the remaining 292 were included in the analysis. In the identity-based PSA, the source of the PSA was changed, and a phrase of approximately 12 words relevant to the individual's identity was inserted. A PSA tailored for Christians, when matched with a Christian identity, increased the likelihood of compliance by 12 percentage points. A PSA that focused on economic values, when shown to individuals who identified as economically motivated, increased the likelihood of compliance by 6 points. CONCLUSIONS: Using social media to deliver COVID-19 public health announcements customized to individuals' identities is a promising measure to increase compliance with public health guidelines. TRIAL REGISTRATION: ISRCTN Registry 22331899; https://www.isrctn.com/ISRCTN22331899.

'I felt forced to find an alternative': a qualitative analysis of women medical educators' narratives of career transitions.

OBJECTIVES: While institutional and systemic attempts to increase women's participation in medical education have enabled increasing numbers to enter the field and achieve more senior positions, little is known about lived experiences of female clinical educators. Women clinicians are more likely to change careers and work less than full time. This study focuses on women medical educators' narratives of career change, with the aim of exploring the interplay between factors affecting career decision-making, career trajectory and professional development.  METHODS: We employed narrative enquiry approaches to two data sources (55 written accounts of turning points; 9 semistructured interviews reflecting on periods of career transition). Through analysing themes within each dataset before comparing and contrasting datasets simultaneously, we identified three areas of inconsistency and tension. RESULTS: Participants reported feeling both drawn and pushed into medical education. Some respondents reported that they were compelled by circumstances to enter medical education. Participants' narratives were ambiguous regarding personal and professional identities. Additionally, participants asserted their position as autonomous agents while acknowledging their powerlessness when encountering organisational, social and cultural expectations limiting the ability to make independent choices. Even where primary decisions to pursue medical education were positive and motivated by interest, subsequent disappointments and challenges led some participants to doubt their choices. CONCLUSIONS: Career advancement in medical education may involve women taking significant personal or career sacrifices, partly due to the continued existence of a medical culture allowing men to dominate senior ranks. Women medical educators achieving satisfying senior roles in the field may harbour lingering regret and resentment at the personal and career costs.

The Effect of Group Identification on Death Anxiety: The Chain Mediation Role of Close Relationships and Self-Esteem.

Based on the terror management theory (TMT), this study integrated self-esteem and close relationships to explore the effects of group identification on death anxiety. Five hundred and four participants completed the Death Anxiety, Rosenberg Self-Esteem, Social Identity, and Inclusion of Other in the Self scales via online platforms. There were significant correlations among group identification, close relationship, self-esteem, and death anxiety. Group identification had a significant negative predictive effect on death anxiety. Specifically, group identification affects death anxiety through two pathways: the separate mediating role of self-esteem and the serial mediation pathway of close relationships → self-esteem. Our study provides direct evidence that group identification relieves death anxiety. The results showed that the alleviating function of group identification was mediated by self-esteem and close relationships. This study provides a new perspective concerning TMT as a defense mechanism against death anxiety.

How Is Professional Identity Associated with Teacher Career Satisfaction? A Cross-Sectional Design to Test the Multiple Mediating Roles of Psychological Empowerment and Work Engagement.

(1) Purpose: Previous studies investigated the positive relationship between professional identity and career satisfaction in teachers, but the underlying reasons were not explored. Therefore, the present study explores the mediating effects of two variables, namely, psychological empowerment and work engagement on the relationship between professional identity and career satisfaction. (2) Method: The present study used the professional identity scale, psychological empowerment scale, Utrecht Work Engagement scale and career satisfaction scale to investigate 2104 teachers (Mage = 39.50 years, SD = 8.74) in a province in China. The demographic variables (e.g., gender, age, teaching age) were controlled as covariates to conduct conservative predictions. (3) Result: (a) professional identity is positively related to career satisfaction; (b) psychological empowerment and career satisfaction play parallel mediator roles between professional identity and career satisfaction; (c) psychological empowerment and career satisfaction play serial mediator roles between professional identity and career satisfaction. (4) Limitations: Data were collected by participant self-report. This method may lead to recall bias. Further, we adopted a cross-sectional rather than experimental or longitudinal design, thus precluding causal conclusions. Lastly, it would be useful to validate our findings with a national sample. (5) Conclusions: The present study indicates that the relationship between professional identity is positively associated with teacher career satisfaction. More importantly, professional identity can indirectly make an impact on teacher career satisfaction through the single mediating effects of psychological empowerment and work engagement, and the chain mediating effect, by improving the level of psychological empowerment, and thereby increasing work engagement.

Right-Wing Populism, Social Identity Theory, and Resistance to Public Health Measures During the COVID-19 Pandemic.

Many western democracies experienced significant resistance to public health measures designed to curb the spread of the COVID-19 virus. Although there were complex reasons for this resistance, right-wing populist forces seem to have played a significant role in fueling it. Studies show a strong correlation between right-wing populist support and resistance to COVID-19-mitigating measures including vaccination, and those who supported these populist movements were more likely to suffer and die from the virus. The question thus arises: why do people support these movements which openly undermine their own health interests? This paper addresses this question from a social-psychological perspective. Specifically, it draws on social identity theory to explain the considerable success of right-wing populism's radical anti-health agenda and to offer some suggestions about how this negative influence may be countered.

The impact of Covid-19 on professional identity formation: an international qualitative study of medical students' reflective entries in a Global Creative Competition.

INTRODUCTION: The Covid-19 pandemic, which affected medical students globally, could be viewed as a disorientating dilemma with the potential to offer opportunities for transformative learning. In 2021 the Medical Education Innovation and Research Centre at Imperial College London launched a Global Creative Competition as a platform for medical students to reflect on their experiences during the pandemic. METHODS: Six hundred forty-eight creative pieces with written reflections were submitted by medical students from 52 countries. 155 students from 28 countries consented for their entries to be included in this study. The reflections were analysed thematically and independently by three reviewers to explore how the pandemic impacted students' professional identity formation (PIF). RESULTS: The pandemic increased students' awareness of the social and global role of doctors in addressing health inequities. Students felt part of a wider healthcare community and showed greater appreciation towards person-centred care. Students also became more aware of their personal needs, priorities, and the importance of self-care. DISCUSSION: In agreement with Mezirow's theory of transformative learning (2003), the pandemic led students to re-examine pre-existing epistemic and sociocultural assumptions concerning the role of doctors and explore new perspectives of what it means to be a doctor. In accordance with Cheng's theory of coping flexibility (2021), students developed both emotion-focused coping strategies (e.g., arts engagement) and problem-solving strategies (e.g., volunteering), suggesting they were able to adjust psychologically and develop agency. However, students experienced tension between their sense of duty and sense of wellbeing, highlighting the need for medical educators to design into programmes formal support systems where medical students have the space and time they need to reflect on their emergent identities as a doctor. CONCLUSION: Medical educators should encourage students to reflect on their identity formation while encountering disorientating dilemmas. The inclusion of arts and humanities within the medical curriculum is strongly recommended to provide an avenue for students to access and express complex emotions and experiences.

Variation in State COVID-19 Disease Reporting Forms on Social Identity, Social Needs, and Vaccination Status.

To assess variation in the way state health departments collect data on social identity, social needs, and vaccination status for people testing positive for COVID-19, we reviewed all state health department Web sites for COVID-19 disease reporting forms. We located forms for 39 states and coded each one for the presence and format of fields on race, ethnicity, disability, language, sexual and gender identity, comorbidities, pregnancy status, and social needs such as housing stability, occupation, and prior COVID-19 vaccination status. We find considerable variation in both type and format of data collected. For example, 10% of state forms have fields for race and ethnicity that are more disaggregated than the 5 US Census categories, 18% have fields on mental or physical ability, 37% have nonbinary or other fields for gender identity, 28% have fields on housing stability, and 15% have fields on vaccination status. Our findings suggest that national efforts to address COVID-19 may be limited by lack of standardization of data collection methods.

Social identity processes associated with perceived risk at pilot sporting events during COVID-19.

Previous research suggests that shared social identification and expected support from others can reduce the extent to which attendees of mass events perceive that others pose health risks. This study evaluated the social identity processes associated with perceived risk at UK pilot sporting events held during COVID-19, including the government Events Research Programme. An online survey (N = 2029) measured attendee perceptions that other spectators adhered to safety measures, shared social identity with other attendees, expectations that others would provide support, and the perceived risk of germ spread from other attendees. Results indicate that for football attendees, seeing others adhering to COVID-19 safety measures was associated with lower perceived risk and this was partially mediated via increased shared social identity and expected support. However, the sequential mediations were non-significant for rugby and horse racing events. The decreased perceived risk for football and rugby attendees highlights the importance of understanding social identity processes at mass events to increase safety. The non-significant associations between shared social identity and perceived risk and between expected support and perceived risk for both the rugby and the horse racing highlights the need to further research risk perceptions across a range of mass event contexts.

Who helps and why? A longitudinal exploration of volunteer role identity, between-group closeness, and community identification as predictors of coordinated helping during the COVID-19 pandemic.

Mutual aid groups have allowed community members to respond collectively to the COVID-19 pandemic, providing essential support to the vulnerable. While research has begun to explore the benefits of participating in these groups, there is a lack of work investigating who is likely to engage in this form of aid-giving, although early accounts suggest that existing volunteers have played a significant part in the mutual aid phenomena. Taking a social identity approach, the present study sought to identify what social psychological processes predict this continued engagement by exploring predictors of coordinated COVID-19 aid-giving for pre-existing volunteers. A two-wave longitudinal online survey study (N = 214) revealed that volunteer role identity among existing volunteers at T1 (pre-pandemic) was positively associated with volunteer-beneficiary between-group closeness at T1, which in turn was positively associated with community identification at T1. This in turn positively predicted coordinated COVID-19 aid-giving at T2 (3 months later). This paper therefore reveals the intra- and intergroup predictors of pandemic-related coordinated aid-giving in pre-existing volunteers. Implications for voluntary organisations and emergency voluntary aid provision are discussed.

National identity predicts public health support during a global pandemic.

Changing collective behaviour and supporting non-pharmaceutical interventions is an important component in mitigating virus transmission during a pandemic. In a large international collaboration (Study 1, N = 49,968 across 67 countries), we investigated self-reported factors associated with public health behaviours (e.g., spatial distancing and stricter hygiene) and endorsed public policy interventions (e.g., closing bars and restaurants) during the early stage of the COVID-19 pandemic (April-May 2020). Respondents who reported identifying more strongly with their nation consistently reported greater engagement in public health behaviours and support for public health policies. Results were similar for representative and non-representative national samples. Study 2 (N = 42 countries) conceptually replicated the central finding using aggregate indices of national identity (obtained using the World Values Survey) and a measure of actual behaviour change during the pandemic (obtained from Google mobility reports). Higher levels of national identification prior to the pandemic predicted lower mobility during the early stage of the pandemic (r = -0.40). We discuss the potential implications of links between national identity, leadership, and public health for managing COVID-19 and future pandemics.

Effect of homophily and correlation of beliefs on COVID-19 and general infectious disease outbreaks.

Contact between people with similar opinions and characteristics occurs at a higher rate than among other people, a phenomenon known as homophily. The presence of clusters of unvaccinated people has been associated with increased incidence of infectious disease outbreaks despite high population-wide vaccination rates. The epidemiological consequences of homophily regarding other beliefs as well as correlations among beliefs or circumstances are poorly understood, however. Here, we use a simple compartmental disease model as well as a more complex COVID-19 model to study how homophily and correlation of beliefs and circumstances in a social interaction network affect the probability of disease outbreak and COVID-19-related mortality. We find that the current social context, characterized by the presence of homophily and correlations between who vaccinates, who engages in risk reduction, and individual risk status, corresponds to a situation with substantially worse disease burden than in the absence of heterogeneities. In the presence of an effective vaccine, the effects of homophily and correlation of beliefs and circumstances become stronger. Further, the optimal vaccination strategy depends on the degree of homophily regarding vaccination status as well as the relative level of risk mitigation high- and low-risk individuals practice. The developed methods are broadly applicable to any investigation in which node attributes in a graph might reasonably be expected to cluster or exhibit correlations.

Development of a Novel Mentorship Platform to Foster Relational Mentoring, Empowered Vulnerability, and Professional Identity Formation in Undergraduate Medical Education.

PROBLEM: Mentorship is valuable to medical students undergoing professional identity formation. Many institutions lack infrastructure to facilitate the personalized mentoring that supports students' integration of new professional identities with their personal identities and values. APPROACH: The authors developed a novel mentorship platform called Weave via a multistep, iterative design process, incorporating in-person and survey-based student and faculty feedback. Features of Weave include clear communication of mentorship offerings and expectations, plus opportunities to engage mentors based on professional and personal (identity-based) attributes. Faculty at Harvard Medical School who created a mentor profile within the first 3 months of launch and students who visited the website within the same period were invited to complete usability surveys in February 2019; students were invited to complete impact surveys in August 2020. OUTCOMES: Fifty-two of 132 invited faculty members (39.4%) and 80 of 185 students (43.2%) completed the usability surveys. Most of these faculty (86.5%) and students (73.8%) reported navigating the website was easy/very easy; 36 faculty (69.2%) created a mentor profile within 10 minutes. Key innovations highlighted by faculty and students were the listing of personal attributes and identities of diverse faculty; centralized, increased access to faculty mentors; ease of use; and provision of clear expectations. Nearly all students who completed the impact surveys agreed that Weave allowed them to connect with a faculty mentor whom they would not have found through other sources and to learn about the dimensions of diverse faculty. NEXT STEPS: Weave is a customizable online mentorship platform that fosters empowered vulnerability and increases dialogue between medical students and faculty based on professional and personal interests and identities. Weave may be expanded to other mentoring contexts and adapted for implementation at other institutions to help cultivate an institutional culture that values mentoring and to strengthen broader diversity and inclusion efforts.

The Effects of Social Identity and Emotional Connection on Subjective Well-Being in Times of the COVID-19 Pandemic for a Spanish Sample.

This study analyzes whether the degree of social identity and the degree of emotional connection influence the subjective well-being of individuals that participated in collective acts of support for health personnel fighting against the COVID-19 pandemic. Our sample was composed of 810 participants who resided in Spain (339 women and 471 men) with an average age of 34.22 (SD = 12.56). All of them frequently participated in the acts of support that took place each day of the lockdown decreed by the National Government on 14 March 2020. The results show that the greater identification with the group (the country) and the greater the emotional connection, the higher the scores obtained in subjective well-being. The results also show that emotional connection had a positive effect on emotional subjective well-being, mediated by the social identity activated in the collective act. The results are interpreted from the perspective of social identity that highlights the role played by social identity in influencing health and subjective well-being.