The association between latent profiles of rumination in nursing interns and their caring ability and professional identity: a mediation analysis and generalized additive model approach

The stressful transition to clinical practice can hinder professional identity development in nursing interns. This study explored how rumination profiles influence identity through the mediation of caring ability, to inform targeted educational interventions. Using convenience sampling, 591 nursing interns were recruited from nine hospitals in Sichuan, China. Data on general demographics, rumination, caring ability, and professional identity were collected via questionnaires. Statistical analyses included latent profile analysis, mediation analysis, and generalized additive models. (1) Analysis revealed heterogeneity in rumination levels among interns, identifying three distinct profiles: a low-rumination group (50.08%), a moderate-rumination group (42.98%), and a high-rumination group (6.94%). (2) Interns who reported liking the nursing major (OR = 0.336, p < 0.05) and those with extraverted personalities (OR = 0.439, p < 0.05) were more likely to be classified into the low-rumination group. (3) Caring ability significantly mediated 46.0% the relationship between rumination and professional identity (indirect effect = -0.167, 95%CI [-0.231, -0.114]). (4) Generalized additive models revealed nonlinear relationships: the negative effect of rumination on caring ability intensified after a score of 35 (β = -0.611, p < 0.001), while the positive effect of caring ability on professional identity diminished after a score of 160 (β = 0.337, p < 0.001). The caring ability and professional identity of nursing interns were notably influenced by rumination. Nursing education should emphasize psychological support for interns with moderate-to-high rumination and enhance their caring ability to foster the development of professional identity. Not applicable.