Factors related to professional commitment of nursing students: a systematic review and thematic synthesis
Notice bibliographique
Résumé
BACKGROUND: To identify the factors related to nursing students' professional commitment. Such research can assist in identifying strategies that can be used to cultivate and strengthen professional commitment among nursing students, which can ultimately help address nursing shortages and improve the overall quality of care. METHODS: A systematic review using the Preferred Reporting Items for Systematic Reviews and Meta-Analysis (PRISMA). PubMed, EMBASE, MEDLINE, CINAHL, Cochrane Library, Web of Science were searched for English-language articles from inception and July 1, 2024.Studies were systematically screened for inclusion based on predetermined eligibility criteria. The studies were quality assessed using Non-Randomized Studies (RoBANS), the JBI Critical Appraisal Checklist, the Newcastle-Ottawa Scale (NOS), Mixed-Method Appraisal Tool (MMAT), and data were analyzed using thematic analysis. A thematic synthesis was performed to identify descriptive themes across all included studies. The process involved intensive reading of the literature, followed by the extraction of qualitative data, which was organized into topically similar codes. Researchers collaborated to merge related codes into subthemes, which were then consolidated into main themes for the final report. RESULTS: A total of 1,165 studies were identified from the search, and 16 met the predetermined inclusion criteria. Three key themes emerged from the synthesis: individual factors (age, gender, region, psychological well-being, motivation, self-efficacy, career choice and individual perception), educational factors (educator impact, academic achievement, clinical experience and learning environment) and family and social factors (family influence, influence from others and social perception).Key findings indicate that age, gender, and region significantly impact professional commitment, with female students displaying greater growth post-internship. Psychological well-being is a crucial factor, with perceived stress adversely affecting commitment levels. Motivation, self-efficacy, and pre-internship commitment are pivotal in fostering long-term engagement in the profession. Additionally, involuntary career choices correlate with lower commitment, highlighting the importance of informed decision-making. Educators play a vital role, as supportive teaching practices enhance student well-being and commitment. Academic achievement and clinical experiences further influence professional dedication. Family support and social perceptions, including occupational stigma, are also crucial in shaping commitment levels. Collectively, these findings underscore the necessity of a supportive educational environment and societal perceptions to enhance nursing professional commitment. CONCLUSIONS: This review identifies key factors influencing nursing students' professional commitment, including individual, educational, family, and social influences. To enhance commitment, it is essential to foster psychological well-being, motivation, and self-efficacy within supportive educational environments. Implementing mentorship programs and addressing societal perceptions can mitigate stigma and strengthen commitment. These findings highlight the need for targeted interventions in nursing education and policy to improve workforce retention and care quality. Future research should assess the long-term impact of these strategies. REGISTRATION: The protocol for the conduct of this study was registered on the International Prospective Register of Systematic Reviews (PROSPERO) with the registration number CRD42024564848.
Récupéré en direct depuis OpenAlex et désinversé. Les résumés ne sont pas conservés dans cette base de données : les index inversés représentent 8,6 Go des 9,3 Go de texte de la base, et le serveur dispose de 13 Go libres.
Comment cette classification a été obtenuedéplier
Prédiction machine sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Le volet Gemma est une étiquette directe du modèle pour chaque travail de la base, lue sur la notice réduite au titre. Le volet Codex est un classifieur appris des 10 348 étiquettes directes de Codex et calibré sur les taux pondérés de l'échantillon; les champs sans appui suffisant ne portent aucun appel Codex. Le mode candidate est l'union des deux volets; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont pas des étiquettes humaines.
Scores du classifieur distillé par catégorie (deux têtes)
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,073 | 0,160 |
| Méta-épidémiologie (sens strict) | 0,002 | 0,002 |
| Méta-épidémiologie (sens large) | 0,010 | 0,010 |
| Bibliométrie | 0,031 | 0,025 |
| Études des sciences et des technologies | 0,002 | 0,003 |
| Communication savante | 0,005 | 0,006 |
| Science ouverte | 0,003 | 0,005 |
| Intégrité de la recherche | 0,003 | 0,002 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,003 | 0,000 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; un appel candidat d’une seule source (Gemma direct ou Codex distillé), pas un consensus.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».