Impact of emotional intelligence on professional identity in probationer nursing students: mediating effect of psychological capital

Objective To construct a relationship model of emotional intelligence, psychological capital and professional identity by using structural equation model in probationer nursing students, explore the mechanism of interaction among them, and investigate the corresponding intervention measures in combination with the present situation of their emotional intelligence and psychological capital in order to improve their professional identity. Methods An anonymous survey was conducted on 308 probationer nursing students, with questionnaires including General Information Questionnaire, Wong and Law Emotional Intelligence Scale (WLEIS), and Psychological Capital Questionnaire (PCQ) and Professional Identity Questionnaire for Nurse Students (PIQNS). AMOS25.0 software was used to establish a structural equation model fitting the relationship of emotional intelligence, psychological capital and professional identity. Results There were positive correlations between each other among emotional intelligence, psychological capital and professional identity in the students (r=0.681~0.755, P<0.01). The structural equation model showed that the total effect of emotional intelligence on professional identity was 0.633, of which the direct effect was 0.380, the mediating effect was 0.253. Significant mediating effect was observed in emotional intelligence on professional identity, with the direct effect accounting for 60.03% and the mediating effect for 39.97%, indicating a mediating role of psychological capital. Conclusion For probationer nursing students, their psychological capital and emotional intelligence have a positive predictive effect on professional identity, and psychological capital is the intermediary variable in the relationship between the emotional intelligence and professional identity. It suggested that nursing educators and hospital administrators should pay full attention to psychological state of nursing students during practice, and at the same time, should also attach importance to the positive incentive effect of psychological capital and take corresponding intervention measures, and actively guide psychological adjustment in order to improve their professional identity and stabilize nursing team.