Job satisfaction of village doctors in a rural-oriented tuition-waived medical education program in China.

Introduction: To address health inequity and relieve shortage of rural doctors, China initiated Rural-oriented Tuition-waived Medical Education (RTME) to train doctors in rural areas for free since 2010. Little is known about job satisfaction of this particular group of rural doctors. Methods: Job Satisfaction Questionnaires for Village Doctors were distributed to 240 village doctors with RTME program in China, and 40 received in-depth semi-structured interviews. Descriptive analysis, chi-square test, univariate and multivariate logistic regressions in SPSS23.0 were conducted, and thematic analysis was applied to interviews. Results: Job satisfaction rate of village doctors with RTME program was 56.50%. Full understanding of RTME policy, recognition of rural medical work, relevance of RTME curriculum with present job, education background, rural origin and renumeration were positively correlated with job satisfaction. Preferential policies of RTME program, relaxing working atmosphere, more promotion opportunity, and easier access to higher technical titles were the key factors to retain rural doctors. Conclusion: Our findings may interest healthcare authorities, medical colleges and primary healthcare establishments. Studying the job satisfaction of village doctors in China may also be beneficial in developing community and rural health services, and provide valuable insights into the training and retention of primary healthcare providers in other countries.

Professional Identity of Male Nursing Students in 3-Year Colleges and Junior Male Nurses in China.

PURPOSE: To investigate the changing tendency and influencing factors of the professional identity of male nursing students in 3-year colleges and junior male nurses in China. BACKGROUND: In China, the majority of nurses are 3-year nursing college graduates, among which male nurses are underrepresented. Many male nurses leave the profession 3 or 4 years after graduation. Little is known about the professional identity of Chinese male nursing students in 3-year colleges and junior male nurses. METHODS: This study included 237 male nursing students from a 3-year college and 33 junior male nurses with less than 3 years of experience in China. By using the data collected with the Professional Identity Questionnaire of Nursing Students and through in-depth semistructured interviews from November 2019 to April 2020, t-test, and ANOVA analysis in SPSS22.0 were conducted and thematic analysis was applied to interviews. RESULTS: Compared with undergraduate nursing students, Chinese male nursing students in 3-year colleges had a better professional identity, displaying a declining tendency with grades. Junior male nurses reported the lowest professional identity. Demographic factors such as family residence and presence of relatives in medical service were positively related to professional identity. Low professional identity was related to heavy workload as well as gender stereotypes. Two unique contextual factors influenced the professional identity: (a) curriculum setting and (b) nurse exams. CONCLUSION: College education and initial working experience were critical to professional identity formation for male nurses. Appropriate measures need to be taken to improve professional identity and promote gender diversity.