Perceived Professional Identity and Role Stress among Midwifery Students in South Central Mindanao: A Cross-sectional Study

Abstract

Background. Professional identity plays a significant role in alleviating role stress among healthcare professionals. However, these two factors are poorly explored in the midwifery profession.

Objective. To determine the perceived level of professional identity and role stress and the relationship between them among midwifery students.

Methods. A cross-sectional study design was employed involving 379 midwifery students from SOCCSKSARGEN Region, Mindanao. Participants were selected through purposive sampling. Macleod Clark Professional Identity Scale (MCPIS-9) and twelve-item Role Stress Scale (RSS) were used in gathering the data. Spearman rho, point-biserial correlation, and F-test were used for data analysis.

Results. The students’ mean score in professional identity was high (4.07, SD=0.46) while the mean score of the overall role stress was low (2.47, SD=0.51). There was a positive and significant relationship between age (rs=0.207, P=<0.001) and marital status (rpb = 0.189, P=<0.001) of the participants with their perceived level of professional identity. On the other hand, there was a negative and significant relationship between age (rs=-0.292, P=<0.001) and civil status (rpb = -0.194, P=<0.001) of the participants with their perceived level of role stress. Consequently, there was a significant relationship between participants’ year level and professional identity (F=14.985, P=<0.001) and role stress (F=20.062, P=<0.001). The overall role stress (rs = -0.536, P=<0,01) and its three subscales (role conflict: rs = -0.388, P=<0,01; role overload: rs = -0.348, P=<0,01; and role ambiguity: rs = -0.332, P=<0,01) were significantly and negatively correlated with professional identity.

Conclusions. Midwifery students’ perceived level of professional identity was high, while their level of role stress was quite low. Age, year level, and marital status were significantly correlated with their levels of professional identity and role stress. Moreover, students with a higher level of professional identity may report low levels of role ambiguity, role overload, role conflict, and overall role stress.