Association between Professional Commitment of Undergraduate Nursing Students and Perceived Teaching Characteristics of their Nursing Faculty

Abstract

Background: The association between professional commitment of undergraduate nursing students and the perceived teaching characteristics of their nursing faculty is a critical area of study within the field of nursing education. It explores the relationship between two key factors that can significantly influence the development of future nursing professionals.

Objective: To evaluate the association between professional commitment of undergraduate nursing students and perceived teaching characteristics of their nursing faculty.

Method: A correlational design was used to explore Professional Commitment and Teaching Characteristics. Professional Commitment was assessed via a questionnaire with three dimensions and classified as high, average, or low commitment. The study took place in Lahore, Pakistan, involving BSN Generic nursing students aged 17-25 with at least three months of faculty interaction. Data collection used purposive sampling, resulting in a sample of 383 students based on estimated commitment. SPSS was used for data analysis, including descriptive statistics and chi-square tests to examine associations.

Result: Most of the study participants were female 75.2% while 24.8%, having age between 20 and 22. The association between professional commitment of undergraduate nursing students and perceived teaching characteristics of their nursing faculty.                 .

Conclusion: The study revealed significant links between professional commitment, teaching characteristics, and faculty professional ability. These results emphasize the significance of effective teaching and faculty mentorship in influencing students' commitment to nursing.