Professional Identity and Academic Resilience Among Undergraduate Nursing Students

Abstract Background: Professional identity and academic resilience are critical factors that influence the educational success, psychological well-being, and future career commitment of nursing students. Although both constructs are recognized as important determinants of professional development, limited evidence exists regarding their relationship among undergraduate nursing students in China. Objective: To examine the association between professional identity and academic resilience among undergraduate nursing students and to identify the key dimensions linking these constructs. Methods: A cross-sectional analytical study was conducted among 810 undergraduate nursing students enrolled at the School of Nursing, Henan Medical University, China. Data were collected using the Professional Identity Scale for Nursing Students (PISNS) and the Chinese version of the Academic Resilience Scale (C-ARS-30). Descriptive statistics, Pearson correlation analysis, and multiple linear regression were performed using SPSS. In addition, network analysis was employed to explore the interactions between dimensions of professional identity and academic resilience. Results: The participants had a mean professional identity score of 56.80 ± 11.52 and a mean academic resilience score of 114.26 ± 13.31. Professional identity demonstrated a significant positive correlation with academic resilience (r = 0.376, p < 0.001), indicating that students with stronger professional identity tended to exhibit greater resilience in coping with academic challenges. Multiple linear regression analysis revealed that professional identity was an independent predictor of academic resilience (β = 0.348, p < 0.001) after controlling for demographic and academic characteristics. Gender and voluntary choice of nursing were also significantly associated with academic resilience. Network analysis identified professional self-image as the most influential node within the overall network, while negative influence and emotional response emerged as the strongest bridge connecting professional identity and academic resilience. Social modeling and perseverance also demonstrated important roles in the network structure. Conclusion: Professional identity is positively associated with academic resilience among undergraduate nursing students. Students who possess a stronger sense of professional self-concept and professional belonging are better equipped to adapt to academic adversity. Interventions aimed at strengthening professional self-image, enhancing positive role modeling, and addressing negative emotional responses may contribute to improved academic resilience and support the development of a competent and committed future nursing workforce.