Background
Globally, there is an acute scarcity of nursing staff. It is estimated that there will be a worldwide deficit of 7.2 million healthcare service providers, with the need for nurses will reach 12.9 million by 2035 [1, 2]. It’s noteworthy that the lack of male nurses poses a significant challenge to the healthcare industry. Although increasing numbers of men are now entering the nursing profession, the sex imbalance in the nursing workforce is widespread in many countries, especially in China [3]. According to a survey, the proportion of male nurses in China constituted merely only 3% of the total nurses by the end of 2021 [4]. The ideological designation of nursing as women’s work, gender stereotypes and traditional culture have reduced the presence of male nurses. The scarcity of male nurses can also be attributed to their low earnings and the societal standing of their professions [5‐7]. Studies have shown that male nurses are indeed more successful and have more professional development opportunities [8]. Male nurses have the ability to spearhead initiatives in the emergency room, ICU and disease relief efforts, and can complement female nurses to make the nursing team more evenly staffed, which can contribute to the development of the nursing field [9]. The future nursing workforce will be fundamentally supported by male nursing students, so attracting more men to study nursing and pursue nursing careers can alleviate the shortage of nurses to some extent.
Professional commitment is defined as the embodiment of individuals’ loyalty and dedication to career path, which reveals people’s persistence in professional goals and values as well as their unremitting investment in career pursuit [10]. Professional commitment in nursing is an attitude that allows nurses to form an ethical provision of good service for care and fosters a sense of professional belonging, which is conducive to aiding in the creation of stable personal relationships and enhancing patient care [11]. The professional commitment of nursing students is primarily indicative of their dedication and favorable views towards their profession, which influences their choice to pursue nursing as a career path [12]. Professional commitment can serve as a motivating factor for nursing students, encouraging them to be proactive in completing their studies and preparing them for future careers [13, 14]. Research has shown that high levels of professional commitment enable nursing students to study harder and actively participate in professional activities [15]. A higher level of professional commitment among nursing students during their school years directly correlates with their ability to sustain this commitment post-work [16]. If male nursing students demonstrate a higher level of professional commitment throughout the academic journey, they are likely to develop a stronger sense of belonging and adaptability to the nursing profession. As a result, they will be more inclined to actively participate in the nursing profession.
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Professional commitment is influenced by a combination of internal and external environmental elements, including personality characteristics, career interests, educational atmosphere, and social support [17]. General self-efficacy is a core concept in social cognitive theory, which describes an individual’s confidence in their ability to perform a behavior successfully [18]. Several studies have found that general self-efficacy plays an important role in maintaining career stability, fostering optimism and shaping professional identity [19, 20]. Scholars have shown a strong correlation between general self-efficacy, enhanced resilience, and improved commitment to goals [21]. Another important factor is social support. Social support refers to the assistance provided to a person via interactions with others, groups, and the community [22]. Social support can stimulate individuals’ enthusiasm for their careers and encourage them to more actively develop their professional roles [23]. Research has proven that social support can significantly increase nursing students’ professional commitment to help them succeed in their academically and future careers [24].
Research has shown that compared to female nursing students, male nursing students have less professional commitment [24]. Due to the influence of Nightingale’s image, the nursing profession continues to be a female-dominated profession [25]. Influenced by the traditional Chinese culture, it is generally believed that the social status of men is higher than that of women, as the saying goes “Men are noble and women are ignorant’’ [26]. Therefore, influenced by Chinese cultural values, the majority of male students are hesitant to pursue a nursing major, and their parents also discourage them from entering the nursing profession [26]. Even when male students choose to major in nursing, it is often due to being assigned in the college entrance examination rather than a strong professional interest and commitment. This lack of professional awareness and dedication during their studies can also impact their decision to pursue a career in nursing in the future.
The professional commitment of male nursing students in China is affected by environmental factors. The COVID-19 pandemic as an environmental factor may affect the professional commitment of male nursing students in China. In the emergency strategy for the COVID-19 pandemic, the services and contributions provided by nurses were of paramount importance [27]. Without nurses being at the heart of health care, the world’s population would have been at greater risk [28]. During the global fight against the COVID-19 pandemic, the irreplaceable role of nurses in social development and medical care has been seen, improving the visibility of nurses and highlighting the profession [29]. On the one hand, the awareness and respect of the Chinese public for nursing work may be improved, on the other hand, the view and career choice of male nursing students on nursing career may also be affected. The public and nursing students’ perception of the field of nursing has changed, which might impact the professional commitment of Chinese nursing students. This is worth thinking about in the post-pandemic era. To our knowledge, the impact of the COVID-19 pandemic on the professional commitment of nursing students has not been extensively studied. Simultaneously, most studies focused on all nursing students and did not take into account differences between the sexes, especially male nursing students.
This research aimed to explore how the COVID-19 pandemic affected the professional commitment of male nursing students in China and to analyze the impact of the COVID-19 pandemic on potential factors that might affect their professional commitment. The aim is to provide valuable insights for Chinese nursing policymakers. It is expected that these findings will make Chinese nursing educators and educational institutions further realize the importance of male nursing students, take effective measures to attract more men to enter the field, dismantle gender biases, and foster comprehensive growth in the nursing field.
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Methods
Research design
This study used descriptive comparative research design. The study conducted a survey in April to May 2023, when the pandemic is fully liberated. The resulting data were compared with those collected in October to November 2019, when there was no COVID-19 pandemic. The present study took place at five universities in Henan Province, China.
Participants
Our research distributed standardized written questionnaires to male nursing students across five undergraduate universities in Henan using the convenient sampling. The sample size was estimated by using G*power 3.1.9.7 [30]. With an alpha level of 0.05, an effect size of 0.5, and power of 0.9, the required sample size is 172. The questionnaires were handed out in the classroom and collected on-site after the students completed them. It took approximately 10–15 min for students to complete the questionnaires. 190 fully completed and usable questionnaires were collected in October to November 2019, with an effective recovery rate of 95%. 178 valid responses were obtained in April to May 2023, with an effective recovery rate of 89%.
Research instruments
The questionnaire assessing sociodemographic characteristics was derived from a comprehensive review of literature by the researchers, aimed at gathering data on the sociodemographic characteristics of male nursing students. The questionnaire consisted of five questions, including grade, residence, only-child status, intend to leave the major, and interest in nursing. Social support, general self-efficacy, and professional commitment were collected using validated tools, namely the Multidimensional Scale of Perceived Social Support (MSPSS), the General Self-efficacy Scale (GSES), and the Professional Commitment Scale (PCS), respectively.
The 12-item Multidimensional Scale of Perceived Social Support compiles data on individuals’ perceptions of social support in three domains: family, friends, and significant others [31]. This instrument comprises 12 items, each rated on a scale ranging from 1 (very strongly disagree) to 7 (very strongly agree). The aggregate score, derived by adding up the outcomes of each item, varies between 12 and 84, with a greater score indicating increased perceived social support. The scale has good reliability and validity in Chinese nursing students [32]. Cronbach’s alpha in this study was 0.900.
General self-efficacy may be reflected in the optimism or resilience of individuals when dealing with challenges, which can promote an individual’s cognitive process and academic performance. The assessment of general self-efficacy was conducted through the General Self-efficacy Scale, which was developed by Schwarzer et al. [33]. This involves 10 statements, each rated by respondents on a scale ranging from 1 (not at all true) to 4 (exactly true). Each statement’s responses are aggregated into an overall score between 10 and 40, where elevated scores signify increased overall self-efficacy. The General self-efficacy scale has been proved to have great reliability and validity among Chinese nursing students [34], and the Cronbach’s alpha in this study was 0.881.
The Professional Commitment Scale, crafted by Lu in 2002 and revised by Lu in 2006 [35], is extensively employed to determine the professional commitment of nurses and nursing students. The instrument consists of three dimensions with a total of 23 items, and the three dimensions of “willingness to make an effort”, “maintaining membership”, and “belief in goals and values” account for nine, eight, and six, respectively. Responses are evaluated using a five-tier Likert scoring method, ranging from “very unsure” to “very sure,” which are assigned values of 1 to 5, respectively. Higher scores indicate a higher degree of professional commitment. The Chinese version has demonstrated adequate reliability and validity [17]. In the present study, the Cronbach’s alpha of this scale was 0.753.
Data analysis
We used real numbers and percentages to describe the sociodemographic characteristics of the two groups of male nursing students, and homogeneity between the groups was tested with the χ2-test. A t-test, which was used to analyze social support and general self-efficacy scores in the two groups, was also used to compare the level of professional commitment of male nursing students pre- and post-COVID-19 pandemic. To identify the factors independently associated with professional commitment, we used sociodemographic characteristics, social support and general self-efficacy as independent variables and the professional commitment score as the dependent variable. Independent variables were gradually added to the three hierarchical regression models to further explore the influencing factors of professional commitment and control for other confounding variables. Collinearity and normality are checked before hierarchical regression analysis is performed. We introduced the independent variable, which was whether male nursing students experienced the COVID-19 pandemic, into Model 1. In Model 2, we further included sociodemographic characteristics variables. Model 3 was used to examine the remaining variables, such as social support and general self-efficacy, which might be related to professional commitment. Analysis of the data was conducted using version 25 of IBM SPSS (Statistical Packages for Social Sciences), and all statistically significant results are reported at p < 0.05.
Results
We obtained complete responses from 190 respondents before the COVID-19 pandemic and 178 respondents after the COVID-19 pandemic, encompassing 368 male nursing students in the study. The descriptive statistics and differences between the two groups for their sociodemographic characteristics, social support and general self-efficacy are shown in Table 1. We found statistically differences in intend to leave the major and interest in nursing. In the comparison of intending to leave the major, the number of male nursing students who did not intend to leave the major has increased after the pandemic (61.80% vs. 39.47%; p < 0.001). A greater percentage of male nursing students showed interest in nursing within the group post-COVID-19 pandemic (65.17% vs. 29.47%; p < 0.001). Other sociodemographic characteristics showed no notable variance between the two groups (all p > 0.05).
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Table 1
Descriptive statistics of sociodemographic characteristics between two groups
Variables | n (%) or M ± SD | χ2/t | p | |||
|---|---|---|---|---|---|---|
All participants (n = 368) | Pre-COVID-19 (n = 190) | Post-COVID-19 (n = 178) | ||||
Grade | Freshman | 53(14.40) | 26(13.68) | 27(15.17) | 0.783 | 0.853 |
Sophomore | 127(34.51) | 65(34.21) | 62(34.83) | |||
Junior | 113(30.71) | 62(32.63) | 51(28.65) | |||
Senior | 74(20.38) | 37(19.47) | 38(21.35) | |||
Residence | Urban | 199(54.08) | 98(51.58) | 101(56.74) | 0.986 | 0.321 |
Rural | 169(45.92) | 92(48.42) | 77(43.26) | |||
Only-child status | Yes | 77(20.92) | 44(23.16) | 33(18.54) | 1.185 | 0.276 |
No | 291(79.08) | 146(76.84) | 145(81.46) | |||
Intend to leave the major | Yes | 183(49.73) | 115(60.53) | 68(38.20) | 18.321 | < 0.001 |
No | 185(50.27) | 75(39.47) | 110(61.80) | |||
Interest in nursing | Yes | 172(46.74) | 56(29.47) | 116(65.17) | 47.038 | < 0.001 |
No | 196(53.26) | 134(70.53) | 62(34.83) | |||
MSPSS score | 59.74 ± 12.64 | 58.85 ± 13.56 | 60.69 ± 11.53 | -1.403 | 0.164 | |
GSES score | 25.95 ± 5.47 | 26.17 ± 5.43 | 25.71 ± 5.51 | 0.807 | 0.420 | |
The descriptive statistics of the total scores and three dimensions of professional commitment, both before and after the COVID-19 pandemic, are shown in Table 2. The average total score was 2.77 ± 0.43 in the pre-COVID-19 phase and 3.30 ± 0.63 in the post-COVID-19 phase, indicating that the level of professional commitment of male nursing students under study increased after the pandemic. Before the COVID-19 pandemic, the dimension measuring “Willingness to make an effort subscale” topped the list score (2.58 ± 0.80), followed by the “Maintaining membership dimension” (2.36 ± 0.68); the “Belief in goals and values subscale” scored the lowest (2.14 ± 0.53) among the three dimensions. After the COVID-19 pandemic, the “willingness to make an effort subscale”, “maintaining membership subscale”, and “belief in goals and values subscale” scores were recorded as 2.91 ± 0.79, 3.62 ± 0.80, and 3.45 ± 0.67, respectively. Findings indicated variances in “overall commitment”, “willingness to make an effort”, “maintaining membership”, and “belief in goals and values” (all p < 0.001), signifying a notable increase in professional commitment from before to after COVID-19.
Table 2
Mean scores of the professional commitment scale. (M ± SD)
Professional commitment scale | Pre-COVID-19 | Post-COVID-19 | t | p |
|---|---|---|---|---|
Overall commitment | 2.77 ± 0.43 | 3.30 ± 0.63 | -9.258 | < 0.001 |
Willingness to make an effort | 2.58 ± 0.80 | 2.91 ± 0.79 | -4.002 | < 0.001 |
Maintaining membership | 2.36 ± 0.68 | 3.62 ± 0.80 | -16.142 | < 0.001 |
Belief in goals and values | 2.14 ± 0.53 | 3.45 ± 0.67 | -20.783 | < 0.001 |
The results of the hierarchical linear regression models for predicting factors influencing professional commitment among male nursing students are presented in Table 3. In the initial model, only the variable representing the experience the COVID-19 was included, and it was found to have a statistically significant impact on professional commitment (β = 0.440, p < 0.001). The second model included sociodemographic characteristics, and revealed that the COVID-19 pandemic remained statistically significant and was associated with higher professional commitment total scores (β = 0.325, p < 0.001). With regard to the sociodemographic characteristics, grade was inversely associated with professional commitment total scores (β = -0.157, p < 0.001). Intend to leave the major and interest in nursing exhibited positive correlations with professional commitment total scores (β = 0.205, p < 0.001; β = 0.202, p < 0.001). Finally, the MSPSS and GSES scales were incorporated into the third model which demonstrated a direct association between professional commitment total scores and COVID-19 pandemic variables (β = 0.339, p < 0.001) as well as a positive association with MSPSS and GESE scores (β = 0.213, p < 0.001; β = 0.191, p < 0.001). The sociodemographic variables in the third model, such as grade, intend to leave the major and interest in nursing, were still shown to be predictors of professional commitment in male nursing students (β = -0.166, p < 0.001; β = 0.216, p < 0.001; β = 0.133, p = 0.003).
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Table 3
Hierarchical regression models of professional commitment
B | SE | β | t | p | ΔR2 | ||
|---|---|---|---|---|---|---|---|
Model 1 | experience the COVID-19 (ref. no) | 0.523 | 0.056 | 0.440 | 9.368 | < 0.001 | 0.191 |
Model 2 | experience the COVID-19 (ref. no) | 0.387 | 0.056 | 0.325 | 6.885 | < 0.001 | 0.308 |
Grade (ref. freshman) | -0.096 | 0.027 | -0.157 | -3.538 | < 0.001 | ||
Residence (ref. urban) | 0.061 | 0.055 | 0.051 | 1.109 | 0.268 | ||
Only-child status (ref. no) | 0.050 | 0.067 | 0.034 | 0.740 | 0.460 | ||
Intend to leave the major (ref. yes) | 0.243 | 0.054 | 0.205 | 4.487 | < 0.001 | ||
Interest in nursing (ref. no) | 0.241 | 0.057 | 0.202 | 4.248 | < 0.001 | ||
Model 3 | experience the COVID-19 (ref. no) | 0.404 | 0.052 | 0.339 | 7.753 | < 0.001 | 0.410 |
Grade (ref. freshman) | -0.102 | 0.025 | -0.166 | -4.048 | < 0.001 | ||
Residence (ref. urban) | 0.079 | 0.051 | 0.066 | 1.536 | 0.125 | ||
Only-child status (ref. no) | 0.025 | 0.062 | 0.017 | 0.409 | 0.683 | ||
Intend to leave the major (ref. yes) | 0.257 | 0.050 | 0.216 | 5.121 | < 0.001 | ||
Interest in nursing (ref. no) | 0.159 | 0.053 | 0.133 | 2.971 | 0.003 | ||
MSPSS score | 0.010 | 0.002 | 0.213 | 4.964 | < 0.001 | ||
GSES score | 0.021 | 0.005 | 0.191 | 4.467 | < 0.001 | ||
Discussion
This study surveyed male nursing students before and after the COVID-19 pandemic. The earliest study conducted in 2019 [36]. The study found that the proportion of male nursing students in China who interested in nursing and who did not intend to leave the major increased after the COVID-19 pandemic. In addition, the level of professional commitment of male nursing students in China has increased after the COVID-19 pandemic. Hierarchical regression analysis showed that grade, intend to leave the major, interest in nursing, social support, and general self-efficacy, were linked to professional commitment of male nursing students in China.
After the COVID-19 pandemic, male nursing students exhibited greater professional commitment scores compared to pre-COVID-19 levels, aligning with results from other relevant research [12, 37]. This result could be linked to changes in the social status and perception of the nursing field. Nursing is considered a female profession in the minds of many people in China, and this gender stereotype affects the professional commitment of male nursing students in China [5]. In addition, nursing education in China developed relatively late, and most nurses had a low level of education in the early days, as a result, nurses have been characterized as a group with low educational level in China [38]. Due to the above reasons, many male students are reluctant to choose nursing major. Throughout the COVID-19 crisis, it has been seen how nurses fight the pandemic and the contribution they make to protecting the health of the population. One study revealed that 86.7% of nursing students thought that the COVID-19 pandemic positively influenced the nursing profession’s public image [29]. The professional dignity of nurses and the professional perceptions of nursing students has been enhanced as a result of the changing attitudes of society and the public towards nurses, while also enhancing the positive attitudes and professional identities of nursing students [39].The contribution and help of male nurses in the fight against the pandemic has been widely reported, highlighting the benefits of Chinese male nurses in critical sectors like intensive and emergency care. This helps break down traditional gender stereotypes and enables male nursing students to face nursing careers with more confidence and enhance their professional commitment. This discovery emphasizes the importance of nursing decision makers in enhancing the status of the nursing profession and promoting the image of male nurses. Take measures to increase the income of nurses, improve the working environment of nurses, protect nurses, which can change traditional public views on nursing profession and increase the proportion of male nurses.
The results revealed that male students in nursing had a strong professional commitment if they were interested in nursing, or if they did not intend to leave the major. Students who are interested in nursing and did not intend to leave the major often possess a profound understanding for the value and significance of nursing work, exhibiting a strong sense of professional identity and willingness to undertake a nursing career, which could also account for the observed rise in professional commitment among male nursing students [40]. The findings indicate an increase in the proportion of Chinese male nursing students who are interested in nursing and do not intend to leave the profession after the pandemic, compared to before the pandemic. As a profession, nursing often gives the impression of a poor working environment, a heavy workload, unfair treatment, low pay and low social status and respect in China [41], which affects students’ perceptions and learning attitudes towards the profession. Chinese male nursing students have changed their perception of nursing profession due to the outbreak of the pandemic. The vital role of nurses in fighting the pandemic has been widely recognized and respected by all society. The care and confidence that the school and teachers bring to nursing students and emphasize their important role in the medical and health field during the pandemic [42]. Male nursing students were beginning to realize that nursing is not only a profession, but also a mission to safeguarding people’s lives and well-being [43]. This change in perception helps increase their professional commitment. At present, male nursing students lack important knowledge in nursing research, teaching, management and so on, and measures need to be taken to solve this problem. Universities and professors are encouraged to provide comprehensive insights into the future outlook of the nursing profession for male students through seminars and various other educational formats.
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Social support has already been reported in this study as a predictor of professional commitment. This link has been confirmed in other studies, it seems that male nursing students with a greater perception of social support can significantly enhance the likelihood of success in nursing education and bolster self-assurance in pursuing a career in the field of nursing [44]. Our analysis revealed that the levels of perceived social support among male nursing students increased following the pandemic, although this increase did not reach statistical significance. This can be explained by changes brought about by the COVID-19 pandemic. A significant number of students depend on the convictions of their parents, peers, and the broader community for career choices [45]. Elders and society recognized the importance of the nursing profession due to the pandemic, so male nursing students receive more social support, such as from parents, friends and teachers. Male nursing students often require greater emotional support from their families and peers compared to their female counterparts. Based on these results, educational institutions and society can prioritize interventions to increase social support for male nursing students. In addition, it is important to raise parents’ awareness of the nursing profession. It might be interesting to implement initiatives such as publicizing the important role of nurses to promote public awareness of the nursing profession and improve its image and social status.
The findings also indicated a strong correlation between high levels of general self-efficacy and strong professional commitment. Male nursing students with high general self-efficacy tend to exhibit higher psychological resilience, and they can maintain a positive attitude and persistent confidence when facing difficulties and challenges in learning or practice [21]. The findings of this study indicated a marginal decline in the general self-efficacy of male nursing students, before and after the COVID-19 pandemic. Although the lockdown measures and other restrictions imposed during the COVID-19 pandemic have dramatically changed the daily life and learning patterns of male nursing students, increasing their anxiety and frustration [46], their general self-efficacy has not been significantly affected. The reason could be that during the pandemic, nurses earned broad societal acclaim and respect, and this positive public assessment offered extra social backing for male nursing students. At the same time, the promotion of nursing status and the positive perception of gender roles also reduced the negative impact of gender bias on their self-efficacy. Although the pandemic is now over, it is essential to pay attention to the psychological problems of male nursing students at school and during clinical practice. In the post-pandemic era, educational interventions should be implemented to pay attention to the mental health of male nursing students and to boost their general self-efficacy. General self-efficacy has a positive impact on their professional commitment and retention. Interventions can effectively motivate male nursing students, alleviate their academic pressure, and enhance their confidence and ability to face the challenges of the nursing profession, thus contributing to their long-term development and success in the nursing profession.
The grade of the male nursing student played a crucial role in affecting professional commitment. The professional commitment of male nursing students varied as they progressed from their freshman to senior years, becoming less advantageous as their school years progressed. Nursing students tend to have high expectations and idealistic minds when they first attend university, but as the number of years in school increases, they experience stress and burnout due to dissatisfaction with their course schedules, heavy academic workloads and other problems [47, 48]. This may be a reason that can be used to explain the decrease in the professional commitment level of male nursing students. Female student-centered teaching strategies and a lack of group belonging have led to the reluctance of male nursing students to take experimental courses, which further affects their professional commitment [49]. In addition, research found the professional commitment of nursing students decreased after the internship [16]. Factors such as poor working conditions, rejection of female patients, lack of recognition and understanding from patients and clinical teachers will occur in clinical practice, which will lead them to doubt the chosen specialty and impact their professional identity and commitment [50]. Professional commitment is a dynamic phenomenon, and education and clinical practice are two important stages that affect professional commitment. Schools should recognize the role and significance of male nursing students, and adopt strategies such as improving teaching methods and increasing the number of male mentors to enhance the positive attitudes and participation of male nursing students in teaching. Teaching hospitals should also take steps to address discrimination against male nursing students and work to enhance their clinical practice skills.
Although the storm of the pandemic has subsided, the profound impact it brought is still worthy of deep reflection. Therefore, in the post-pandemic era, proactive measures should be taken to further consolidate and strengthen the professional commitment of male nursing students.
Study limitations
This study had several constraints. First, all scale results are self-reported by students, which may be biased by psychological, personal and other factors of the students. Second, the study had limitations in using convenience sampling. A series of measures were taken, including uniform training for researcher members and the use of hierarchical regression analysis methods. Therefore, these biases were minimized. Third, the participants were exclusively from one province in China. Considering the disparities in healthcare services and university education quality across different regions of the country, it would be beneficial to expand the research to include a more diverse and geographically widespread sample.
Implications
The findings of this research underscore the need for targeted initiatives in nursing education and related policies. First of all, education schools should give priority to improving the awareness of male nursing students about the nursing. This may include conducting lectures and workshops that focus on the future of the nursing profession and highlight the unique strengths and importance of male nurses in the field of nursing. Relevant career planning courses should also be offered to help male nursing students plan their careers and understand career paths and development opportunities in the nursing industry.
Second, schools and educators must recognize and address the psychological stresses and challenges that male nursing students may experience. This can be achieved through the provision of specialized psychological counseling and support services. Teaching strategies in nursing programs must also take male students into account. Developing a series of programs, such as improving teaching strategies or incorporating male tutors into the teaching process, can help shape male nursing students’ attitudes and interest in nursing learning.
Finally, policymakers and society must recognize the critical role of nurses in healthcare and in achieving universal health. Effective policies and measures should be issued to raise the salary of nurses, improve the working environment of nurses, and safeguard and strengthen the support for nurses.
Conclusions
The current research explores the impact of the COVID-19 pandemic on the professional commitment of male nursing students. This indicates that the professional commitment of male nursing students was higher after the pandemic than before the pandemic. The influencing factors of professional commitment, such as interest in nursing, social support, and general self-efficacy, were also affected by the pandemic. The COVID-19 pandemic has dramatically changed the perception and status of the nursing profession and has likewise led to an increase in professional commitment among male nursing students. In view of these developments, in the post-pandemic era, proactive measures should be taken to further consolidate and strengthen the professional commitment of male nursing students. There is a need to further recognize and advocate for the invaluable contribution of nurses, thereby enhancing the status and reputation of the profession. At the same time, educational institutions and education hospitals should take measures to deepen male nursing students’ understanding of the nursing profession. In addition, the attractiveness of nursing as a career for boys should be increased through innovative teaching methods, fostering their interest in nursing and increasing their retention.
Acknowledgements
The authors would like to express their heartfelt thanks to every participant in this research.
Declarations
Ethics approval and consent to participate
Before the research investigation, the Biomedical Ethics Committee of Henan University granted ethical clearance (HUSOM2022-368). After being fully informed of the purpose and content of the study, the participants’ voluntary consent to participate was obtained. Participation in the study is completely voluntary and participants have the right to withdraw from the study at any time without suffering any adverse consequences. All participants were informed of the study in the introduction section of the survey and informed consent was obtained from all participants. No personal information was included during the entire process of data gathering and analysis.
Consent for publication
Not applicable.
Competing interests
The authors declare no competing interests.
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