目的:调查护理专业学生的职业认同感,临床学习环境,财政激励,和职业机会影响他们的移民意图。
背景:关于护士迁移及其对全球护理劳动力的影响的研究很多。然而,护理专业学生的移民意向仍然存在严重差距,尤其是像菲律宾这样的发展中国家。
方法:使用横截面设计,来自马尼拉最大的综合性大学的三,四年级护理专业学生(n=316)被方便地招募。数据是从2023年11月至12月收集的,使用五个经过验证的自我报告量表。描述性(例如,意思是,标准偏差)和推论统计(例如,Spearmanrho,基于协方差的结构方程模型)用于分析数据。
结果:新兴模型证明了可接受的模型拟合指数。护理专业学生的专业认同(β=0.18,p=0.043)和财务激励(β=0.10,p=0.046)显着正向影响迁移意愿。对未来职业机会的满意度(β=-0.12,p=0.038)和临床学习环境感知(β=-0.15,p=0.048)对迁移意图产生负面影响。这四个预测因子占迁移意向总方差的4.60%。
结论:护理专业学生的专业认同和财务激励直接影响迁移的意图,而未来的职业机会满意度和临床学习环境反过来影响迁移的意图。
结论:本研究强调护理学院和教师必须促进积极的专业认同,并提供有利的临床学习环境,以制定可持续的护士迁移政策。
OBJECTIVE: To investigate how nursing students\' professional identity, clinical learning environment, financial incentives, and career opportunities influence their intention to migrate.
BACKGROUND: There is a preponderance of studies about nurse migration and its impact on the global nursing workforce. However, a critical gap remains about nursing students\' intentions to migrate, particularly among developing countries like the Philippines.
METHODS: Using a cross-sectional design, third- and fourth-year nursing students (n = 316) from the largest comprehensive university in Manila were conveniently recruited. Data were collected from November to December 2023 using five validated self-report scales. Descriptive (e.g., mean, standard deviation) and inferential statistics (e.g., Spearman rho, covariance-based structural equation modeling) were used to analyze data.
RESULTS: The emerging model demonstrated acceptable model fit indices. Nursing students\' professional identity (β = 0.18, p = 0.043) and financial incentives (β = 0.10, p = 0.046) significantly and positively influence the intention to migrate. The satisfaction with future career opportunities (β = -0.12, p = 0.038) and clinical learning environment perception (β = -0.15, p = 0.048) negatively influence the intention to migrate. These four predictors accounted for 4.60% of the total variance of intention to migrate.
CONCLUSIONS: Nursing students\' professional identity and financial incentives directly impact intent to migrate, whereas future career opportunities satisfaction and clinical learning environment inversely affect intent to migrate.
CONCLUSIONS: This study underscores the imperative for nursing colleges and faculty to promote positive professional identity and provide a conducive clinical learning environment to develop sustainable nurses\' migration policies.