Abstract:

Objective To explore the mediating effect of professional identity between the adversity quotient and learning engagement of nursing students in higher vocational colleges. Methods Stratified cluster sampling method was used to investigate 928 nursing vocational students from three higher vocational colleges in Shaanxi Province from November to December 2021 by using the general information questionnaire,the Adversity Responce Profile,the Professional Identity Questionnaire and the Utrecht Work Engagement Scale-Student. Results The scores of 928 nursing students’ adversity quotient,professional identity and learning engagement were（122.95±19.98）（89.19±13.97） and（75.56±15.63） respectively. The total effect coefficient of adversity quotient on learning engagement was 0.669,The indirect effect coefficient was 0.174 and 95%CI was 0.142~0.213. The direct effect coefficient was 0.495 and 95%CI was 0.423~0.564. The mediating effect test showed that professional identity had a mediating effect between adversity quotient and learning engagement,accounting for 26.0% of the total effect. Conclusion The adversity quotient,professional identity and learning engagement of nursing vocational college students were in the middle level. There is a mediating role of professional identity between adversity quotient and learning engagement. Nursing educators should pay attention to the adversity quotient of nursing vocational students,take corresponding measures to promote the cultivation of the adversity tolerance ability of nursing students,and further improve their learning engagement level by enhancing their professional identity.

Key words: Education,Nursing, Adversity quotient, Professional identity, Learning engagement