实习护生情绪劳动对职业认同的影响及教学对策研究
The Impact of Emotional Labor on Professional Identity among Nursing Interns and the Corresponding Teaching Strategies
摘要: 目的：探讨实习护生情绪劳动与职业认同的现状及相互关系，以期为护理情感劳动教育提供实证依据。方法：采用便利抽样法，选取成都市某三甲医院177名实习护生作为研究对象，使用职业认同量表、情绪劳动量表及一般资料问卷进行横断面调查。结果：实习护生情绪劳动总体处于中等偏上水平(4.25 ± 0.58)，其中深层扮演得分最高(4.62 ± 0.73)；职业认同总体得分中等(3.44 ± 0.62)，呈现出认知维度高于情感维度的结构性分离。相关性分析表明，深层扮演与职业认同的职业自我概念、留职获益与离职风险、社会比较与自我反思及社会说服呈显著正相关(p < 0.01)。选择护理专业的原因是影响情绪劳动与职业认同的关键因素，自主选择者在深层扮演及职业认同各维度上均显著优于非自主选择者(p < 0.001)。结论：实习护生情绪劳动以深层扮演为主导，职业认同存在认知与情感发展不均衡。深层扮演是促进职业认同的重要原因，护理教育应在实习阶段构建系统化的情感教育路径，强化深层扮演能力培养，以推动职业认同从认知接纳向情感承诺的实质性转化。
Abstract: Objective: This study aimed to examine the current status and the interrelationship between emotional labor and professional identity among nursing interns, with the purpose of providing empirical evidence to inform educational strategies related to emotional labor in nursing. Methods: A cross-sectional survey was conducted utilizing a convenience sampling approach. Participants included 177 nursing interns from a tertiary Grade-A hospital in Chengdu. Data were collected through the administration of the Professional Identity Scale, the Emotional Labor Scale, and a general demographic questionnaire. Results: The overall level of emotional labor among the nursing interns was above average (4.25 ± 0.58), with deep acting representing the highest scoring dimension (4.62 ± 0.73). Professional identity was moderate overall (3.44 ± 0.62), displaying a structural disparity in which cognitive dimensions scored higher than affective dimensions. Correlation analysis revealed that deep acting was significantly and positively associated with multiple facets of professional identity, including professional self-concept, perceived benefits of retention and risks of turnover, social comparison and self-reflection, and social persuasion (p < 0.01). Motivation for choosing the nursing profession emerged as a key influencing factor; interns who had autonomously selected nursing scored significantly higher in deep acting and across all dimensions of professional identity compared to those who had not (p < 0.001). Conclusion: Emotional labor in nursing interns is primarily characterized by deep acting, whereas their professional identity exhibits an uneven development between cognitive and affective components. Deep acting significantly contributes to the enhancement of professional identity. It is recommended that nursing education implement a structured emotional education pathway during clinical internships, with a focused emphasis on cultivating deep acting competencies. This approach is essential to foster a substantive transition in professional identity from cognitive acceptance to affective commitment.
文章引用：张艳, 龙裔, 罗晶晶, 杨挺, 李瑶, 牛蓓, 吴佳, 邱玉鑫, 黄静玮. 实习护生情绪劳动对职业认同的影响及教学对策研究[J]. 教育进展, 2026, 16(5): 196-204. https://doi.org/10.12677/ae.2026.165844

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