[Perceptions of Nursing Image Held by Third and Fourth-Year Baccalaureate Nursing Students and Related Factors]

Prior studies indicate that the perception of nursing image heldx by nursing students influences the attitudes of these students toward nursing care and their future professional role identity as nurses. However, few studies have investigated this issue in Taiwan in recent years.

To examine the perceptions of nursing image held by third- and fourth-year baccalaureate nursing students and the factors that influence these perceptions.

The present study employed a cross-sectional survey design. Questionnaires were administered to a total of 219 nursing students who were currently enrolled at a university in southern Taiwan. Descriptive statistics, chi-square test, Pearson product-moment correlation, multiple linear regression, and simple logistic regression analysis were conducted using SPSS 12.0, Chinese version.

The mean age of participants was 22.2 years; most were fourth-year students (58.9%) and female (85.8%). Regarding the images of nursing, most participants indicated that current nursing work possesses characteristics that include: "being a profession", "emphasizing care and concern for patients", "requiring meticulousness", and "requiring emotional control". In terms of perceptions of professional nurses, most participants considered nurses to be: "constantly needing to progress and innovate", "capable of caring for and respecting others", "independent and self-conscious", and "sufficiently intelligent". The present study identified significant differences between third- and fourth-year students in only three variables, with a larger percentage of fourth-year students perceiving nurses as "dedicated and willing to sacrifice", "handmaidens to doctors", and "not bossy and stern" than their third-year peers. In addition, it demonstrated significantly positive relationships between the dependent variables of traditional/bureaucratic image and advanced professional image and the independent variables of willingness to become nursing professionals after graduation, satisfaction with the school's clinical courses arrangement, and learning-environmental factors. Furthermore, "more job opportunities", as a reason for admission to nursing school and learning-environmental factors, explained 11.7% of the variance in participant perceptions of traditional/bureaucratic image and "encouragement from family and friends", as a reason for admission to nursing school and learning-environmental factors, explained 18.2% of the variance in participant perceptions of advanced professional image. Finally, both "traditional/bureaucratic image" and "advanced professional image" were predictors of participant willingness to become nursing professional after graduation.

The results of the study may be referenced by nursing educators, nursing administrators, and nursing policy makers.