The Effects of Growth Mindset and Perception Error on Nursing Professionalism in Nursing Students

This descriptive correlational study was conducted to identify the relationships among growth mindset, error recognition, and nursing professionalism in nursing students, and to determine the factors influencing nursing professionalism. The research method involved 131 third-and fourth-year nursing students from two nursing colleges in‘G’city and‘D’city, who had completed at least one clinical practicum in the previous semester. Data were analyzed using SPSS/WIN 27.0 program, including descriptive statistics, t-tests, one-way ANOVA with Scheffe post-hoc test, Pearson's correlation coefficients, and multiple regression analysis. The results showed that among the general characteristics of the participants, there were significant differences in nursing professionalism based on gender, academic performance, major satisfaction, number of clinical practice experiences, and clinical practice satisfaction. The findings indicated that the nursing students’ professional nursing identity was positively correlated with their growth mindset(r=.442, p<.001), the subdomain of learning from mistakes(r=.215, p=.014), their challenging attitude towards errors(r=.202, p=.018), and reflection on errors(r=.368, p<.001), while their burden of errors showed a negative correlation(r=-.206, p=.017). Factors influencing professional nursing identity included reflection on errors(β=.279, p<.001), growth mindset(β=.235, p=.005), burden of errors(β=-.177, p=.020), and satisfaction with practical training(satisfaction) (β=.152, p=.049), with the final explanatory power being 32%(F=31.87, p<.001). Therefore, in order to foster the development of a sound professional nursing identity among nursing students, it is necessary to develop educational and extracurricular programs that enhance a growth mindset, increase satisfaction with clinical practice, and promote a positive perception of errors.