The impact of reality shock on professional identity among junior nurses: a latent profile analysis.

BACKGROUND

Reality shock among junior nurses is a significant issue that reflects the gap between expectations and reality, potentially associated with their professional identity. However, the distribution of reality shock patterns across subgroups and its correlation with professional identity remain unclear.

OBJECTIVES

To identify latent categories of reality shock among junior nurses using latent profile analysis, explore influencing factors of different profiles, and examine differences in professional identity across categories.

METHODS

A cross-sectional study was conducted from August to October 2025, enrolling 238 junior nurses ( ≤ 3 years of service) from a tertiary general hospital in Sichuan Province via convenience sampling. Data were collected using a demographic questionnaire, a reality shock scale, and a professional identity assessment scale. Latent profile analysis identified distinct reality shock categories; chi-square tests, independent-samples t-tests, and one-way ANOVA assessed demographic differences across categories; stratified linear regression determined the impact of reality shock on professional identity.

RESULTS

Two latent categories were identified: "low reality shock" (n = 143, 60.1%) and "high reality shock" (n = 95, 39.9%). Employment type, average weekly overtime frequency, reasons for choosing nursing, and job satisfaction were associated factors of reality shock subtypes (P < 0.05). After controlling for demographic variables, high levels of reality shock are negatively associated with professional identity; passive career choice, low job satisfaction, and lack of education were also significant negative predictors.

CONCLUSION

Junior nurses' reality shock exhibits significant within-group heterogeneity, and high levels of reality shock are negatively associated with professional identity. Nursing managers and educators should prioritize identifying high-risk groups and promoting smooth role transition by optimizing workload management, strengthening professional identity education, and establishing a multidimensional support system.