In this study, we analyzed the responses of 10583 nursing students who had completed the questionnaire in a genuine manner. The purpose of this research was to get a deeper comprehension of moral identity. In addition to that, we investigated the factors that led to the formation of moral identity profiles.
To the best of our knowledge, this is the first study to explore the moral identity of nursing students using the LPA method. We considered a wide range of statistical factors before settling on the number of groups that we felt was most appropriate, which turned out to be three: a group with a low moral identity, a group with a moderate moral identity, and a group with a high moral identity. It can be deduced from the fact that the percentage of individuals who have a high, and moderate level of moral identity is relatively high, but the percentage of individuals who have a low level of moral identity is relatively low (4.2%), that nursing students in general have a high level of moral identity. In spite of the fact that the findings of this study indicated just 4.2% of the poor moral identification group, which is lower than the suggested criterion of 5%, we believe the results to be acceptable due to the high sample size (more than 500) [25]. This finding lends credence to findings from earlier studies suggesting that nursing students may already possess a certain level of moral identity when they decide to pursue a career in nursing [17, 18]. In addition, the fact that a college education includes morality as an essential component also contributes to a high level of moral identity.[19]
In order to determine the factors that had the most influence, a multinomial ordinal logistic regression analysis was performed once the single factor analysis had been completed. The profiles might be predicted based on a wide range of personal and societal criteria, although there were no statistically significant variations in parameters such as age, marital status, the number of previous volunteers, or education level. Prior research [26, 27] has shown a connection between age and moral identity, however, the results of our study do not lend credence to this hypothesis. The findings of Hardy et al [28] were quite compatible with our own observations. It is probable that the average age of the persons who participated in our survey was (19.51 ± 1.83), and either additional people of varying ages should be recruited or a longitudinal research should be done to confirm the connection between age and moral identity.
Our research showed that a junior college degree was a good predictor of low and moderate moral identity. Also, grade one nursing students had a greater likelihood of falling into the low to moderate moral identity group. These findings add to the evidence that nursing students' moral identities will greatly expand as they continue through their professional courses [20, 29]. This is because the real-world work scenario can help to strengthen moral identity and promote moral behavior, nursing students will enter clinical situations and translate their moral identity into moral practice while they are learning. Due to the increase in time spent in nursing and a greater understanding of it, one's professional and moral identity may also increase.
In addition, the findings indicated that gender was a factor in determining profiles. Specifically, that male students had a greater chance of belonging to a group with a low moral identity. Studies have been conducted on the gender difference in moral qualities and moral feelings [28, 30], and our findings are comparable with the findings of prior research on the topic. In addition, we found that nursing students in rural areas had a stronger sense of moral identity. According to Jia et al [31], Chinese participants scored better on moral identity in the setting of community/society than Canadians did. This indicates cultural aspects of moral identity, however, further evidence is required to explain the difference between rural and urban origins.
Finally, student leader experience was a good predictor of a greater degree of moral identity, whereas the group with a low level of moral identity had a smaller percentage of students who seemed to be politically active. In the past, research on moral identity largely focused on investigating it from a trait-based and sociocognitive viewpoint, with data supporting both of these views [12, 32, 33]. According to the findings of one empirical study [34], the process of developing a moral identity is socially mediated. The research conducted by Peter et al [35] provided more confirmation for this viewpoint. Moral identity is strengthened by the nursing students' engagement in moral practice both within and outside of the classroom, such as serving as student leaders and engaging in various forms of altruistic conduct. In addition, students who have a political affiliation have a stronger sense of their own moral identity, which in turn pushes them to behave morally.
The study of moral identity can benefit from both our research's theoretical contributions and its practical applications. Our research demonstrated that nursing students' moral identities are shaped by a variety of personal and societal elements, and that these identities continue to evolve over the duration of their professional education. These findings are in line with the model proposed by Matsuba et al [36]. The outcomes of the current study may be beneficial in establishing methods for preventative and educational activities. Although only a minority of nursing students have a low sense of moral identity, the nursing education system needs to implement comprehensive facilitation measures that place an emphasis on the harmonious development of moral identity and moral behavior in order to produce more morally competent students.