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Background Improving the professional identity of nursing intern is significant for enhancing the number of new registered nurses and easing the shortage of nursing personnel. The clinical internship is a key period for the formulation of professional identity. However, we know little about the factors influencing the nursing interns’ professional identity during clinical internship. Therefore, this study explore the influencing factors of nursing interns’ professional identity during clinical internship. This study will provide evidence and suggestions for generating effective strategies contributing to professional identity improvement of nursing interns. Methods This was a cross-sectional study. The convenience sampling was used to recruit 398 nursing interns from a teaching hospital in Hunan, China. The demographic characteristics information was collected by a self-developed questionnaire. The nursing interns’ professional identity and potential influencing factors (e.g., work atmosphere, teacher capacity) were measured by questionnaires with good psychometric properties. The appropriate indicators were used for descriptive statistics, and t test, analysis of variance, Pearson’s correlation analysis and multiple linear regression were used to analyse the influencing factors. Results In this study, the influencing factors of nursing interns' professional identity are education level, first choice of major, residential status, work atmosphere, and teacher capacity. The results showed that: (1) the nursing interns with a higher education level reported a lower level of professional identity; (2) the nursing interns whose first choice of major was not nursing discipline reported a lower level of professional identity; (3) the nursing interns live in rural areas (compared to urban areas) reported a higher level of professional identity; (4) the nursing interns in better work atmosphere reported a higher level of professional identity; (5) the nursing interns under the guidance of the teachers equipped with better teaching capacity reported a higher level of professional identity. Conclusion The education level, first choice of major and residential status are influence factors of nursing interns’ professional identity. The nursing educators need to pay attention to nursing interns whose first choice is not nursing, and in a bachelor program, who may have a lower level of professional identity. It is crucial to enhance the nursing interns’ professional identity by improve the work atmosphere and clinical teachers’ capacity, to promote nursing interns to choose nursing as a profession and reduce the shortage of nursing workforce.

Aims: This study aimed to investigate whether the impact of workplace violence (WPV) on nurses' mental health varies with mental resilience and coping strategies.Background: Workplace violence is a serious threat to nurses' mental health, and its impact on nurses' mental health is influenced by many factors. Method:A cross-sectional study involving 349 participants was conducted over 12 months. The data were analyzed using SPSS 25.0 and SPSS PROCESS macro. Results:In total, 82.52% of nurses were exposed to WPV. WPV not only affects mental health directly but also indirectly through mental resilience. Coping strategies had a moderating effect among WPV, mental resilience and mental health. When nurses coped with psychological violence with intolerance, WPV had a stronger negative effect on their mental health. When nurses coped with psychological violence with tolerance but coped with physical violence with intolerance, mental resilience had a stronger positive effect on their mental health.Conclusions: Good mental resilience and coping with psychological violence with tolerance while coping with physical violence with intolerance can help buffer WPV and promote mental health.Clinical relevance: Employers who have a "zero tolerance" policy regarding WPV need to re-examine how they currently operate.

Aims and ObjectivesTo identify symptom clusters and examine their association with health‐related quality of life.BackgroundMultiple myeloma patients undergoing chemotherapy suffer from disease symptoms and adverse effects during the course of the disease. However, single symptom management has little effect, and symptom management for these patients remains challenging. Symptom clusters open a new perspective and provide important clues for symptom management.DesignA cross‐sectional study.MethodParticipants were invited to complete the Chinese version of the Memorial Symptom Assessment Scale and Quality of Life Questionnaire‐core 30. Appropriate indicators were used for descriptive statistics. Principal component analysis was used to identify symptom clusters. Associations between symptom clusters and quality of life were examined with Pearson correlation coefficients, Pearson correlation matrix and multiple linear regression. This study was reported following the STROBE checklist.ResultsA total of 177 participants were recruited from seven hospitals in this study. We identified self‐image disorder, psychological, gastrointestinal, neurological, somatic and pain symptom clusters in multiple myeloma patients with chemotherapy. Approximately 97.65% of patients suffer from multiple symptom clusters. The pain, psychological and gastrointestinal symptom clusters have negatively influence on health‐related quality of life. The strongest association was found with the pain symptom cluster.ConclusionMost of multiple myeloma patients suffer from multiple symptom clusters. When improving the multiple myeloma patients' health‐related quality of life, the clinical staff should prioritise relieving the pain symptom cluster.Relevance to Clinical PracticeWhen multiple myeloma patients undergoing chemotherapy suffer from multiple symptom clusters, nurses should prioritise relieving the pain symptom cluster to improve their health‐related quality of life. When drawing up and providing interventions, nurses should focus on the correlation among symptoms rather than single symptom. By relieving one symptom in a given cluster, other symptoms within the same symptom cluster may also be relieved.

Background: Clinical learning environment is an important stage for nursing students, it will affect the cultivation of professional identity of nursing students. This study to explore the factors influencing the cultivation of professional identity among nursing students in a clinical learning environment. Methods: This was a cross-sectional study.Convenience sampling was applied to recruit 398 nursing students from The Third Xiangya Hospital of Central South University in Hunan Province. After the nursing students completed their clinical learning, data on the participants’ characteristics, professional identification and nursing clinical learning environment were collected. Descriptive statistics, including the mean ± standard deviation, were calculated. The data were analysed by t-test, one-way analysis of variance, Pearson’s correlation analysis and multiple linear regression. Results: The results showed that the nursing students’ highest professional identity score was in professional cognition (16.07±2.78). The nursing students’ professional identity was significantly related to educational background, willingness to choose the nursing major and school level (P<0.05).In the clinical learning environment, the students’ voluntary selection of the nursing major and teaching methods and interpersonal relationships were most important. Conclusion: The clinical learning environment and nursing’ students personal characteristics are the most important factors influencing the professional identity of nursing students. Based on these results, hospitals should flexibly adapt teaching methods according to students’ personal characteristics, improve the professional skills of teachers, and create a good working atmosphere. In addition, faculty members should reform their teaching methods and encourage students to establish good interpersonal relationships to provide more learning opportunities for nursing students and to enhance the recognition of nursing students in the nursing profession.