Pathways from the clinical learning environment and ego identity to professional identity: A cross-sectional study

Background: The clinical learning environment and ego identity are positively related to professional identity. However, the pathways from these factors to professional identity are unknown. Aim This study explores the pathways from the clinical learning environment and ego identity to professional identity. Methods: The study used a convenience sampling method in a comprehensive hospital in Hunan Province, China to enrol 222 nursing interns between April and May 2021. General information questionnaires and scales with good psychometric properties (e.g., Environment Evaluation Scale for Clinical Nursing Internship, Ego Identity Scale, and Professional Identification Scale) were used to collect data. A structural equation model was used to explore the relationships between the clinical learning environment, ego identity, and professional identity among nursing interns. Results: The professional identity of nursing interns was positively correlated with the clinical learning envi-ronment and ego identity. The clinical learning environment had a direct effect (Effect = - 0.052, P < 0.05) and an indirect effect through ego identity (Effect = - 0.042, P < 0.05) on nursing interns' professional identity. Conclusion: The clinical learning environment and ego identity are important influencing factors of professional identity among nursing interns. Therefore, clinical teaching hospitals and teachers should pay attention to the improvement in the clinical learning environment and the cultivation of nursing interns' ego identity.