共情能力和情绪智力在护生职业认同与工作投入间的链式中介作用

黄慧敏; 蒋光明; 杨秀木; 申正付; 马兰

doi:10.16766/j.cnki.issn.1674-4152.004186

共情能力和情绪智力在护生职业认同与工作投入间的链式中介作用

doi: 10.16766/j.cnki.issn.1674-4152.004186

黄慧敏¹,
蒋光明²,
杨秀木^{3, 4, ,},
申正付^{3, 5},
马兰¹

1.
上海东海职业技术学院护理学院，上海 200241
2.
上海市第八人民医院急诊科，上海 200235
3.
蚌埠医科大学全科医学教育发展研究中心，安徽蚌埠 233700
4.
中国科学技术大学人文与社会科学学院，安徽合肥 230026
5.
蚌埠医科大学马克思主义学院

基金项目:

上海市职业院校1+X证书专委会质量工程项目 2024ZD03

上海市教育委员会2024年度“民师计划”项目 Z20008.24.004

上海东海职业技术学院思政示范课程建设项目 KS2024-09

安徽省人文社科重点项目 2023byzd166sk

详细信息

通讯作者:
杨秀木，E-mail：0700013@bbmu.edu.cn

中图分类号: R192.6
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出版历程
- 收稿日期: 2025-01-08
- 网络出版日期: 2025-11-17

The chain mediating effect of empathy ability and emotional intelligence between professional identity and job engagement of nursing students

1.
The Nursing School, Shanghai Donghai Vocational and Technical College, Shanghai 200241, China

摘要

摘要: 目的探讨共情能力和情绪智力在高职院校实习护生职业认同和工作投入间的链式中介效应，为提高实习护生的工作投入提供理论参考。方法 2024年7—8月，采用便利抽样法选取上海东海职业技术学院护理学院409名实习护生作为研究对象。应用一般资料调查表、职业认同量表、共情能力量表、情绪智力量表和工作投入量表对实习护生进行问卷调查。分析护生职业认同、共情能力、情绪智力和工作投入的相关性，研究护生共情能力和情绪智力在职业认同与工作投入间的链式中介作用。结果护生职业认同量表得分为(44.97±8.73)分，共情能力量表得分为(93.98±14.01)分，情绪智力量表均分为(3.85±0.72)分，工作投入量表得分为(36.92±13.59)分。职业认同、共情能力、情绪智力和工作投入均呈正相关关系(r=0.333~0.699，P < 0.01)。共情能力和情绪智力在护生职业认同与工作投入间起链式中介效应，中介效应占比为5.33%。结论共情能力和情绪智力在护生职业认同与工作投入间起链式中介效应。护理管理者和护理教育者应注意培养护生的共情能力和情绪智力，引导护生树立正确的职业认同，从而提高护生的工作投入。
- 职业认同 /
- 共情 /
- 情绪智力 /
- 工作投入 /
- 护生 /
- 链式中介
Abstract: Objective To investigate the chain-mediated effect of empathy and emotional intelligence on the professional identity and work engagement of nursing interns in vocational colleges. The study ' s objective is to provide a theoretical basis for improving work engagement among nursing students. Methods From July to August 2024, 409 intern nursing students from the School of Nursing at Shanghai Donghai Polytechnic College were selected for participation in a research study employing the convenience sampling method. Questionnaires were administered to intern nursing students, employing the general information questionnaire, the occupational identity scale, the empathy ability scale, the emotional intelligence scale and the work engagement scale. To analyze the correlation between professional identity, empathy ability, emotional intelligence and work engagement of nursing students. In addition, the chain mediating effect of empathy ability and emotional intelligence between professional identity and work engagement of nursing students will be studied. Results The mean values obtained for the variables of occupational identity, empathy, emotional intelligence, and work engagement of nursing students were (44.97±8.73) points, (93.98±14.01) points, (3.85±0.72) points, and (36.92±13.59) points, respectively. The findings indicated a substantial positive correlation between occupational identity, empathy, emotional intelligence, and work engagement were significantly positively correlated (r=0.333-0.699, P < 0.01). Empathy ability and emotional intelligence have a chain-mediated effect between professional identity and job engagement of nursing students. The mediation effect ratio is estimated to be 5.33%. Conclusion The present study hypothesizes the existence of a chain mediation effect between empathy and emotional intelligence in the relationship between professional identity and job engagement of nursing students. Nursing managers and educators to prioritize the cultivation of empathy and emotional intelligence among nursing students, guiding them in the establishment of a correct professional identity, thereby increasing their work engagement.
- Occupational identity /
- Empathy /
- Emotional intelligence /
- Work engagement /
- Nursing students /
- Chain mediating effect

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图 1 共情能力和情绪智力在护生职业认同和工作投入间的链式模型

注：^aP < 0.05, ^bP < 0.01。

Figure 1. Chain model of empathy and emotional intelligence in the relationship between professional identity and work engagement of nursing students

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表 1 不同特征实习护生工作投入量表得分比较

Table 1. Comparison of work engagement in nursing students with different characteristics

项目	人数(%)	工作投入(x±s)	统计量	P值
性别			3.866^a	< 0.001
男性	104(25.4)	41.30±13.62
女性	305(74.6)	35.43±13.28
政治面貌			3.105^b	0.046
党员	11(2.7)	46.36±9.89
团员	130(31.8)	35.85±13.12
其他	268(65.5)	37.06±13.83
进入大学后的成绩			11.967^b	< 0.001
优秀	118(28.9)	42.76±14.41
良好	185(45.2)	35.52±12.04
中等	66(16.1)	32.95±12.14
一般	40(9.8)	32.70±14.95
是否担任班干部			1.663^a	0.097
是	117(28.6)	38.68±14.88
否	292(71.4)	36.21±13.00
是否为独生子女			1.277^a	0.202
是	191(46.7)	36.01±13.31
否	218(53.3)	37.72±13.81
感知到父母的关爱			3.464^b	0.008
很多	247(60.4)	38.70±14.15
较多	121(29.6)	34.96±12.42
一般	34(8.3)	30.94±12.07
较少	3(0.7)	40.00±4.00
很少	4(1.0)	35.25±9.74
感知到老师的关爱			21.231^b	< 0.001
很多	114(27.9)	45.21±13.48
较多	124(30.3)	36.87±11.67
一般	131(32.0)	30.99±11.44
较少	21(5.1)	33.05±11.37
很少	19(4.6)	32.68±17.29
感知到同学的关爱			12.378^b	< 0.001
很多	143(35.0)	42.94±13.98
较多	144(35.2)	34.43±12.16
一般	105(25.7)	32.99±11.86
较少	9(2.2)	33.33±12.08
很少	8(2.0)	29.75±18.64
选择护理专业的原因			17.206^b	< 0.001
个人喜爱	111(27.1)	44.96±12.37
容易就业	167(40.8)	35.50±12.41
父母意愿	95(23.2)	32.34±13.41
调剂志愿	7(1.7)	34.42±4.82
分数限制	29(7.1)	29.93±13.32
未来就业意向			4.136^b	< 0.001
临床护理	219(53.5)	39.32±13.47
护理教育	42(10.3)	36.31±13.73
报考公务员或转行	22(5.4)	34.73±15.64
继续深造	53(13.0)	37.13±12.72
社区护理	29(7.1)	31.83±11.27
老年护理	1(0.2)	34.00±0.00
其他	43(10.5)	29.69±12.54
注：^a为t值，^b为F值。

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表 2 护生职业认同、共情能力、情绪智力和工作投入的相关性分析(r值)

Table 2. Correlation analysis of professional identity, empathy, emotional intelligence, and work engagement among nursing students(r value)

项目	职业认同	共情能力	情绪智力	工作投入
职业认同	1
共情能力	0.333^a	1
情绪智力	0.497^a	0.350^a	1
工作投入	0.638^a	0.357^a	0.699^a	1
注：^aP < 0.01。

下载: 导出CSV

表 3 工作投入影响因素分层回归分析(n=409)

Table 3. Hierarchical regression analysis of factors influencing work engagement(n=409)

结果变量	预测变量	整体拟合指数		回归系数的显著性
结果变量	预测变量	R²	F值	β	t值	P值
共情能力	职业认同	0.186	8.608	0.227	5.344	0.001
情绪智力	职业认同	0.291	7.346	0.268	2.261	0.026
	共情能力			0.185	2.165	0.035
工作投入	职业认同	0.345	10.253	0.561	7.161	0.001
	共情能力			0.486	4.484	0.001
	情绪智力			0.455	3.015	0.002

下载: 导出CSV

表 4 共情能力和情绪智力在护生职业认同和工作投入间的链式中介效应分析

Table 4. Analysis of the chain mediating effect of empathy ability and emotional intelligence on the relationship between nursing students' professional identity and work engagement

项目	Effect	Boot SE	BootLLCI	BootULCI	效应占比(%)
总效应	0.994	0.059	0.878	1.111
直接效应	0.582	0.057	0.47	0.695	58.55
总中介效应	0.412	0.145	0.205	0.321	41.45
中介效应1	0.031	0.013	0.006	0.045	3.12
中介效应2	0.328	0.029	0.153	0.268	33.00
中介效应3	0.053	0.009	0.017	0.052	5.33

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