# Professional Commitment Among Graduating Nursing Students: A Cross‐Sectional Study

## TL;DR

This study examines the level of professional commitment among graduating nursing students in Taiwan and identifies factors that influence it.

## Contribution

The study identifies key factors influencing nursing professional commitment among graduating students in Taiwan.

## Key findings

- Professional commitment among graduating nursing students was found to be at a moderate level.
- Future engagement in nursing was the most significant factor influencing professional commitment.
- Clinical competence and avoidance behavior also significantly impacted professional commitment.

## Abstract

This study aimed to explore the level of nursing professional commitment and its influencing factors among graduating nursing students in Taiwan.

This was a cross‐sectional study.

This study was conducted with 359 graduating nursing students at a technological university in northern Taiwan. The data were collected using paper‐and‐pencil questionnaires. The Nursing Professional Commitment Scale (NPCS), Perceived Stress Scale (PSS), Coping Behaviour Inventory (CBI), and Clinical Competence Scale (CCS) were used. Multiple linear regression analysis was performed on the data. A p < 0.05 was considered statistically significant.

The professional commitment of graduating nursing students was at a moderate level. The results of the regression analysis showed that the most significant factor associated with nursing professional commitment was engaging in nursing in the future, followed by clinical competence, interest in nursing, and avoidance behaviour.

Graduating nursing students demonstrate a moderate level of professional commitment that requires improvement. Therefore, it is imperative for nursing educators to comprehensively consider and understand the various factors influencing nursing students' professional commitment and implement targeted interventions. Recommended interventions include competency‐based instructional designs and the integration of professional values and emotional intelligence into the curriculum to strengthen students' core competencies, enhance adaptive coping skills, and reinforce beliefs in the professional roles.

No patient or public contribution.