Centrality and bridge connections between cognitive emotion regulation strategies and professional identity among Chinese undergraduate nursing students: A network analysis

• Published in: Nurse education in practice Vol. 80; p. 104151
• Main Authors: Liu, Jingya, Zhang, Haoran, Tao, Siyu, He, Jie, Li, Shuwen
• Format: Journal Article
• Language: English
• Published: Scotland Elsevier Ltd 01-10-2024; Elsevier Limited
• Subjects: Adults; Algorithms; Analysis; Anxiety; Bridge networks; Career Development; Careers; Cognitive emotion regulation; College Students; Correlation; Depression (Psychology); Emotional regulation; Emotions; Informed Consent; Intervention; Job Satisfaction; Likert scale; Likert Scales; Mental depression; Mental health; Meta Analysis; Network analysis; Nurses; Nursing; Nursing education; Nursing Students; Positive emotions; Professional identity; Questionnaires; Researchers; Resilience (Psychology); Self concept; Software; Statistical Analysis; Stress; Student Surveys; Students; Transfer Rates (College); Undergraduate nursing students; University students; Validity; Workforce; China; Bridge networks; Cognitive emotion regulation; Undergraduate nursing students; Network analysis; Professional identity
• ISSN: 1471-5953; 1873-5223; 1873-5223
• DOI: 10.1016/j.nepr.2024.104151

To construct a network structure for cognitive emotion regulation among Chinese undergraduate nursing students and identify central nodes and to explore the bridge connections between cognitive emotion regulation strategies and professional identity from the perspective of network analysis.
Undergraduate nursing students are currently in a poor psychological condition and cognitive emotion regulation strategies can help them use positive approaches to regulate their emotions. There may be a link between cognitive emotion regulation strategies and professional identity.
This was a cross-sectional study that used network analysis.
A total of 218 Chinese undergraduate nursing students were selected and surveyed using the Cognitive Emotion Regulation Questionnaire and the Professional Identity Questionnaire. A network analysis model was constructed and the related indices were calculated using R 4.3.0 software.
Network analysis showed that the central nodes of undergraduate nursing students’ cognitive emotion regulation strategies were positive reappraisal, refocusing on planning and catastrophising; In the bridge network of cognitive emotion strategies and professional identity, professional self-concept, positive reappraisal, benefits of stay and risk of resignation and refocusing on planning were the nodes with the strongest bridge strength.
The salient central and bridge nodes can serve as potential targets for interventions aimed at improving the mental health of undergraduate nursing students. Nursing educators must be trained in cognitive emotion regulation and appropriately guided to use positive emotion regulation strategies in their studies and work. Educators should focus on the relation between cognitive emotion regulation and professional identity to improve the mental health of nursing students and stabilise the nursing workforce.