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Relationships between role stress profiles, psychological capital, and work engagement among Chinese clinical nursing teachers: a cross-sectional latent profile analysis
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Relationships between role stress profiles, psychological capital, and work engagement among Chinese clinical nursing teachers: a cross-sectional latent profile analysis
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Relationships between role stress profiles, psychological capital, and work engagement among Chinese clinical nursing teachers: a cross-sectional latent profile analysis
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Journal Article
Relationships between role stress profiles, psychological capital, and work engagement among Chinese clinical nursing teachers: a cross-sectional latent profile analysis
2025
Overview
Background
Clinical nursing practice has a significant meaning and role in nursing education. Efficient clinical nursing practices under the guidance of clinical nursing teachers can promote patient safety and healthcare quality. This study aimed to investigate the profiles of clinical nursing teachers’ role stress, determine whether sociodemographic factors and psychological capital correlate with different role stress profiles. It also examined the relationship between different role stress profiles and work engagement.
Design
Cross-sectional study.
Methods
A total of 412 clinical nursing teachers were enrolled in China through convenience sampling. The Role Stress Scale, Psychological Capital Questionnaire, Work Engagement Scale, and sociodemographic questionnaire were used. Latent profile analysis (LPA) was conducted by using Mplus version 8.0 to identify the different role stress profiles of clinical nursing teachers. Univariate and multivariate unordered logistic regression analyses were used to identify the factors associated with the profiles.
Results
Four hundred and six valid questionnaires were returned. The findings of latent profile analysis showed three profiles: low role stress-high lack of teaching resources profile (34.3%), moderate role stress profile (57.0%), and high role stress-low lack of teaching resources profile (11.7%). Multivariate unordered logistic regression showed that clinical nursing teachers with lower education levels, contract employment, regular qualification audits, and lower psychological capital scores were more likely to belong to Profiles 2 and 3 when Profile 1 was used as a reference. The analysis of variance revealed that the work engagement scores of Profile 3 were significantly lower than those of Profiles 1 and 2.
Conclusions
Clinical nursing teachers reported heterogeneous sociodemographic and psychological capital, with significant differences in the degree of role stress between the identified profiles. Targeted interventions should be provided according to the role stress profiles to improve work engagement.
