Tue, Dec 2, 2025
[Archive]
Volume 18, Issue 4 (2025)
JMED 2025, 18(4): 0-0 |
Back to browse issues page
Ethics code: IR.ZUMS.REC.1400.012
Download citation:
BibTeX | RIS | EndNote | Medlars | ProCite | Reference Manager | RefWorks
Send citation to:
BibTeX | RIS | EndNote | Medlars | ProCite | Reference Manager | RefWorks
Send citation to:
Eshghi A, Bahrami Nejad N, Jafari Varjoshani N. The effect of instructors' caring behavior on nursing students' professional self-concept: a descriptive-correlational study. JMED 2025; 18 (4) : 10
URL: http://edujournal.zums.ac.ir/article-1-2408-en.html
URL: http://edujournal.zums.ac.ir/article-1-2408-en.html
1- Department of Medical–Surgical Nursing, School of Nursing and Midwifery, Zanjan University of Medical Sciences, Zanjan, Iran , azareshghi.m@gmail.com
2- Department of Community Health Nursing, School of Nursing and Midwifery Zanjan University of Medical Sciences, Zanjan, Iranc
3- Department of Community Health Nursing, School of Nursing and Midwifery Zanjan University of Medical Sciences, Zanjan, Iran
2- Department of Community Health Nursing, School of Nursing and Midwifery Zanjan University of Medical Sciences, Zanjan, Iranc
3- Department of Community Health Nursing, School of Nursing and Midwifery Zanjan University of Medical Sciences, Zanjan, Iran
Abstract: (456 Views)
Background & Objective: Positive professional self-concept plays an important role in improving clinical performance and effective professional role performance among nursing students. Since this construct can be influenced by various factors, including educational interactions, the present study was designed and done to check the correlation between nursing students' professional self-concept and their perception of instructors' caring behavior.
Materials & Methods: The present study is a descriptive-correlational research done on 248 nursing students from semester 4 to semester 8 of the bachelor's degree program in Zanjan province, who were included in the study through stratified random sampling. Data were gathered using a three-part questionnaire (including demographic information, Nursing Students' Perception of Instructor Caring (NSPIC), and Nurses' Self-Concept Questionnaire (NSCQ)). Statistical analysis was done using SPSS 25 software and descriptive indices and inferential tests (independent t-test, Pearson correlation coefficient, one-way analysis of variance (ANOVA), and post-hoc tests).
Results: The mean ± Standard Deviation (SD) of nursing students' professional self-concept in Zanjan province was 229.82 ± 40.29, with the highest and lowest mean scores belonging to the communication dimension 97.39 ± 23.8 and leadership dimension 18.37 ± 21.8, respectively. The mean ± SD of instructors' caring behavior was 126.37 ± 14.70. The highest and lowest mean scores belonged to the respectful sharing dimension 26.15 ± 4.26 and controlling versus flexibility dimension 3.04 ± 4.82, respectively. The relationship between professional self-concept and the controlling versus flexibility dimension of caring behavior was inverse (r = -0.15, p = 0.019), while the relationship between professional self-concept and other dimensions of instructors' caring behavior was direct and positive. This means that with an increase in instructors' controlling versus flexibility behavior, students' professional self-concept decreases, and conversely, with an increase in other dimensions of caring behavior, students' professional self-concept increases.
Conclusion: Based on the findings, students have moderate professional self-concept and are far from the desired level. On the other hand, considering the relationship between professional self-concept and instructors' caring behavior, it is suggested that educational workshops be held to improve instructors' caring behavior. Furthermore, looking into other factors related to professional self-concept in nursing students is also recommended.
Materials & Methods: The present study is a descriptive-correlational research done on 248 nursing students from semester 4 to semester 8 of the bachelor's degree program in Zanjan province, who were included in the study through stratified random sampling. Data were gathered using a three-part questionnaire (including demographic information, Nursing Students' Perception of Instructor Caring (NSPIC), and Nurses' Self-Concept Questionnaire (NSCQ)). Statistical analysis was done using SPSS 25 software and descriptive indices and inferential tests (independent t-test, Pearson correlation coefficient, one-way analysis of variance (ANOVA), and post-hoc tests).
Results: The mean ± Standard Deviation (SD) of nursing students' professional self-concept in Zanjan province was 229.82 ± 40.29, with the highest and lowest mean scores belonging to the communication dimension 97.39 ± 23.8 and leadership dimension 18.37 ± 21.8, respectively. The mean ± SD of instructors' caring behavior was 126.37 ± 14.70. The highest and lowest mean scores belonged to the respectful sharing dimension 26.15 ± 4.26 and controlling versus flexibility dimension 3.04 ± 4.82, respectively. The relationship between professional self-concept and the controlling versus flexibility dimension of caring behavior was inverse (r = -0.15, p = 0.019), while the relationship between professional self-concept and other dimensions of instructors' caring behavior was direct and positive. This means that with an increase in instructors' controlling versus flexibility behavior, students' professional self-concept decreases, and conversely, with an increase in other dimensions of caring behavior, students' professional self-concept increases.
Conclusion: Based on the findings, students have moderate professional self-concept and are far from the desired level. On the other hand, considering the relationship between professional self-concept and instructors' caring behavior, it is suggested that educational workshops be held to improve instructors' caring behavior. Furthermore, looking into other factors related to professional self-concept in nursing students is also recommended.
Article number: 10
Article Type : Orginal Research |
Subject:
Medical Education
Received: 2025/02/2 | Accepted: 2025/09/27 | Published: 2025/10/18
Received: 2025/02/2 | Accepted: 2025/09/27 | Published: 2025/10/18
References
1. Cowin LS, Hengstberger-Sims C. New graduate nurse self-concept and retention: a longitudinal survey. Int J Nurs Stud. 2006;43(1):59-70. [DOI:10.1016/j.ijnurstu.2005.03.004] [PMID]
2. McKenna LG, Green C. Experiences and learning during a graduate nurse program: an examination using a focus group approach. Nurse Educ Pract. 2004;4(4):258-63. [DOI:10.1016/j.nepr.2004.01.004] [PMID]
3. Poorgholami F, Ramezanli S, Jahromi MK, Jahromi ZB. Nursing students' clinical performance and professional self-concept. Bangladesh J Med Sci. 2016;15(1):57-61. [DOI:10.3329/bjms.v15i1.22118]
4. Wang M, Guan H, Li Y, Xing C, Rui B. Academic burnout and professional self-concept of nursing students: a cross-sectional study. Nurse Educ Today. 2019;77:27-31. [DOI:10.1016/j.nedt.2019.03.004] [PMID]
5. Badiyepeyma Z, Hojjat M, Parandavar N, Ramezanli S, Mosalanejad L, Jahrom I. The relationship between professional self-concept and nursing students' decision for job retention. J Pharm Biomed Sci. 2014;4(2):156-61.
6. Jahromi ZB, Jahanbin I, Sharif F, Ghodsbin F, Keshavarzi S. Investigation of the professional self-concept of nursing students in Shiraz, Iran. Cent Eur J Nurs Midwifery. 2014;5(3):112-6. [DOI:10.15452/CEJNM.2014.05.0005]
7. Hojat M, Badiyepeymaiejahromi Z. Relationship between spiritual intelligence and professional self-concept among Iranian nurses. Invest Educ Enferm. 2021;39(3):e12. [DOI:10.17533/udea.iee.v39n3e12] [PMID] []
8. Çöplü M, Tekinsoy Kartın P. Professional self-concept and professional values of senior students of the nursing department. Nurs Ethics. 2019;26(5):1387-97. [DOI:10.1177/0969733018761171] [PMID]
9. Cowin LS, Johnson M, Craven RG, Marsh HW. Causal modeling of self-concept, job satisfaction, and retention of nurses. Int J Nurs Stud. 2008;45(10):1449-59. [DOI:10.1016/j.ijnurstu.2007.10.009] [PMID]
10. Levett‐Jones T, Lathlean J, Higgins I, McMillan M. Staff-student relationships and their impact on nursing students' belongingness and learning. J Adv Nurs. 2009;65(2):316-24. [DOI:10.1111/j.1365-2648.2008.04865.x]
11. Chang YC, Yeh ML, Lin KC, Wang KY. Trajectory of growth in Taiwanese nursing students' professional self-concept over two years and its association with critical thinking and class climate. J Prof Nurs. 2021;37(4):729-34. [DOI:10.1016/j.profnurs.2021.05.002] [PMID]
12. Hyun HS, Kim YY, Jang ES. The mediating effect of professional self-concept on the relationship between professor-student interaction and job-seeking anxiety among nursing students. Korean J Health Serv Manag. 2018;12(1):149-60. [DOI:10.12811/kshsm.2018.12.1.149]
13. Kim JS. Relationships between reality shock, professional self-concept, and nursing students' perceived trust from nursing educators: a cross-sectional study. Nurse Educ Today. 2020;84:104369. [DOI:10.1016/j.nedt.2020.104369] [PMID]
14. Arthur D, Thorne S. Professional self-concept of nurses: a comparative study of four strata of nursing students in a Canadian university. Nurse Educ Today. 1998;18(5):380-8. [DOI:10.1016/0021-8634(92)80007-F] [PMID]
15. Zamanzadeh V, Shohani M, Palmeh T. Nursing students' perception of instructors' caring behaviors in Tabriz University of Medical Sciences. J Caring Sci. 2015;4(1):55-61.
16. Niederriter JE, Eyth D, Thoman J. Nursing students' perceptions on characteristics of an effective clinical instructor. SAGE Open Nurs. 2017;3:2377960816685571. [DOI:10.1177/2377960816685571]
17. Wade GH, Kasper N. Nursing students' perceptions of instructor caring: an instrument based on Watson's theory of transpersonal caring. J Nurs Educ. 2006;45(5):162-8. [DOI:10.3928/01484834-20060501-05] [PMID]
18. Ludin SM, Fathullah NMN. Undergraduate nursing students' perceptions of the effectiveness of clinical teaching behaviours in Malaysia: a cross-sectional, correlational survey. Nurse Educ Today. 2016;44:79-85. [DOI:10.1016/j.nedt.2016.05.007] [PMID]
19. McEnroe-Petitte DM. Examination of caring in traditional and non-traditional nursing students. Int J Nurs Clin Pract. 2015;2:148. [DOI:10.15344/2394-4978/2015/148]
20. Labrague LJ, McEnroe‐Petitte DM, Papathanasiou IV, Edet OB, Arulappan J. Impact of instructors' caring on students' perceptions of their own caring behaviors. J Nurs Scholarsh. 2015;47(4):338-46. [DOI:10.1111/jnu.12139] [PMID]
21. Valiee S, Moridi G, Khaledi S, Garibi F. Nursing students' perspectives on clinical instructors' effective teaching strategies: a descriptive study. Nurse Educ Pract. 2016;16(1):258-62. [DOI:10.1016/j.nepr.2015.09.009] [PMID]
22. Ismail LN, Aboushady RN, Eswi A. Clinical instructor's behavior: nursing student's perception toward effective clinical instructor's characteristics. J Nurs Educ Pract. 2016;6(2):96-102. [DOI:10.5430/jnep.v6n2p96]
23. Labrague LJ, McEnroe-Petitte DM, Papathanasiou IV, et al. Nursing students' perceptions of their instructors' caring behaviors: a four-country study. Nurse Educ Today. 2016;41:44-9. [DOI:10.1016/j.nedt.2016.03.013] [PMID]
24. Arrigoni C, Puci M, Grugnetti AM, et al. Italian version of nursing students' perception of instructor caring (I-NSPIC): assessment of reliability and validity. BMC Med Educ. 2017;17:218. [DOI:10.1186/s12909-017-1032-y] [PMID] []
25. Yildirim N, Kantek F, Yilmaz FA. Relationships between leadership orientations and emotional intelligence in nursing students. Perspect Psychiatr Care. 2022;58(3):903-9. [DOI:10.1111/ppc.12871] [PMID]
26. Hardie P, O'Donovan R, Jarvis S, Redmond C. Key tips to providing a psychologically safe learning environment in the clinical setting. BMC Med Educ. 2022;22(1):816. [DOI:10.1186/s12909-022-03892-9] [PMID] []
27. Ding Z, Weng H, Yang L, Zhang B, Luo Y, Wang Q. Transition shock, future time perspective, professional self-concept, and professional identity among nursing interns: a cross-sectional study. Heliyon. 2024;10(5):e26207. [DOI:10.1016/j.heliyon.2024.e26207] [PMID] []
28. Paramitha DS, Amaliah N, Ariadi H. Correlation analysis of self-concept and interpersonal communication among generation Z nursing students at pre-professional nursing practice. Gaster. 2024;22(1):57-73. [DOI:10.30787/gaster.v22i1.1409]
29. Juanamasta IG, Aungsuroch Y, Preechawong S, Gunawan J. Factors related to professional self-concept of nursing students and nurses: a systematic review. Iran J Nurs Midwifery Res. 2023;28(6):642-8. [DOI:10.4103/ijnmr.Ijnmr_222_20] [PMID] []
30. Ford Y. Development of nurse self-concept in nursing students: the effects of a peer-mentoring experience. J Nurs Educ. 2015;54(9):S107-11. [DOI:10.3928/01484834-20150814-20] [PMID]
31. Narayanan G, Busebaia TJ, Al-Sabbagh AS, Awadallah MS, Ali SI, Rashwan ZI. Leading future nurses: do mentors facilitate learning, enhance professional development, and provide psychosocial support for prelicensure nursing students during integrative practicum? Open Public Health J. 2025;18(1):e187944452410150. [DOI:10.2174/0118749445362685250213063252]
32. Taylan S, Özkan İ, Çelik GK. Relationship between nursing students' perceptions of clinical instructor caring and their professional behaviors. Perspect Psychiatr Care. 2021;57(2):827-35. [DOI:10.1111/ppc.12621]
33. Bolatturk FG, Uslusoy EC. The effect of clinical mentor in developing caring behaviors of nursing students: a mixed method. Perspect Psychiatr Care. 2022;58(4):1786-92. [DOI:10.1111/ppc.12989] [PMID]
34. Henderson D, Sewell KA, Wei H. The impacts of faculty caring on nursing students' intent to graduate: a systematic literature review. Int J Nurs Sci. 2020;7(1):105-11. [DOI:10.1016/j.ijnss.2019.12.009] [PMID] []
Send email to the article author
| Rights and permissions | |
 |
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License. |
