Shaping nursing identity: Empathy and personality in Chinese undergraduate education
5 affiliations
- 1Mental Health Center, West China Hospital / West China School of Nursing, Sichuan University, Chengdu, China.
- 2Department of Nursing, The First Affiliated Hospital of Chongqing Medical University, Chongqing, China.
- 3School of Nursing, Guizhou Medical University, Guiyang, China.
- 4School of Nursing, Chongqing Medical University, Chongqing, China.
- 5Intensive Care Unit, The Second Affiliated Hospital of Chongqing Medical University, Chongqing, China.
Abstract
Background: Professional identity is fundamental to nursing education and influences students’ academic development, clinical practice, and career commitment. This study examined the associations of empathy and Big Five personality traits with professional identity among Chinese undergraduate nursing students. Methods: A cross-sectional observational study was conducted among undergraduate nursing students in Chongqing, China. Participants completed the Interpersonal Reactivity Index–Chinese version (IRI-C), Ten-Item Personality Inventory–Chinese version (TIPI-C), and Professional Identity Questionnaire for Medical Students (PIQMS). Data were analysed using Pearson correlation and multiple linear regression analyses. Results: A total of 274 nursing undergraduates were included. Professional identity was positively correlated with overall empathy (r = 0.196, P < 0.01) and personality traits (r = 0.407, P < 0.001). In multivariable regression analyses, more positive perceptions of nurse–patient relationships (β = 0.231), perspective taking (β = 0.219), conscientiousness (β = 0.204), personal distress (β = 0.154), extraversion (β = 0.132), and neuroticism (β = 0.131) were independently associated with higher professional identity. The model explained 28% of the variance in professional identity (adjusted R² = 0.28). Conclusion: Professional identity among nursing undergraduates was associated with empathy, personality traits, and perceptions of nurse–patient relationships. These findings support the integration of empathy-focused training and personality-informed educational strategies into undergraduate nursing education to strengthen professional identity.
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BibTeX
@article{li2026shaping,
title = {{Shaping nursing identity: Empathy and personality in Chinese undergraduate education}},
author = {Jie Li and Qinghua Zhao and Zhongchen Luo and Fuying Li and Xia Li and Jiao Tang},
journal = {PLOS One},
year = {2026},
month = oct,
doi = {10.1371/journal.pone.0361110},
url = {https://doi.org/10.1371/journal.pone.0361110},
note = {CC BY},
}
RIS
TY - JOUR
TI - Shaping nursing identity: Empathy and personality in Chinese undergraduate education
AU - Jie Li
AU - Qinghua Zhao
AU - Zhongchen Luo
AU - Fuying Li
AU - Xia Li
AU - Jiao Tang
PY - 2026
DA - 2026/10/23
JO - PLOS One
DO - 10.1371/journal.pone.0361110
UR - https://doi.org/10.1371/journal.pone.0361110
AB - Background: Professional identity is fundamental to nursing education and influences students’ academic development, clinical practice, and career commitment. This study examined the associations of empathy and Big Five personality traits with professional identity among Chinese undergraduate nursing students. Methods: A cross-sectional observational study was conducted among undergraduate nursing students in Chongqing, China. Participants completed the Interpersonal Reactivity Index–Chinese version (IRI-C), Ten-Item Personality Inventory–Chinese version (TIPI-C), and Professional Identity Questionnaire for Medical Students (PIQMS). Data were analysed using Pearson correlation and multiple linear regression analyses. Results: A total of 274 nursing undergraduates were included. Professional identity was positively correlated with overall empathy (r = 0.196, P < 0.01) and personality traits (r = 0.407, P < 0.001). In multivariable regression analyses, more positive perceptions of nurse–patient relationships (β = 0.231), perspective taking (β = 0.219), conscientiousness (β = 0.204), personal distress (β = 0.154), extraversion (β = 0.132), and neuroticism (β = 0.131) were independently associated with higher professional identity. The model explained 28% of the variance in professional identity (adjusted R² = 0.28). Conclusion: Professional identity among nursing undergraduates was associated with empathy, personality traits, and perceptions of nurse–patient relationships. These findings support the integration of empathy-focused training and personality-informed educational strategies into undergraduate nursing education to strengthen professional identity.
SN - 1932-6203
ER -