Perinatal depression and maternal-infant bonding disorders in mothers of full-term normal infants.

As the new generation of the nursing workforce, entry-level nurses' career development directly affects the quality of nursing care and patient safety (, ). With the increasing complexity of the healthcare environment and the diversification of patient needs, entry-level nurses face greater challenges as they transition from academic education to clinical practice (, ). Failure to adapt during this critical transition period not only affects nurses' job satisfaction and mental health but may also lead to burnout and a tendency to leave the profession, thereby threatening the stability of the nursing workforce and patient safety (, ). Therefore, addressing career adaptation among novice nurses, exploring its influencing factors, and developing effective intervention strategies are crucial for promoting the development of the nursing workforce and ensuring patient safety. The concept of “Reality Shock” was first proposed by Kramer () in 1974. It refers to the psychological confusion and value conflicts experienced by new nurses upon entering clinical practice due to the gap between the idealized expectations formed through academic education and clinical reality. Work-related stress, complex interpersonal relationships, and professional expectations further exacerbate the issue of reality shock (, ). Approximately 60%−90% of novice nurses experience reality shock to varying degrees, with about 30%−40% experiencing moderate to severe reality shock (, ). Existing research indicates that high levels of reality shock not only increase stress, anxiety, and burnout among junior nurses but are also associated with decreased job satisfaction, increased turnover intentions, and impaired professional adaptation (–), thereby affecting the stability and healthy development of the nursing workforce. Furthermore, high levels of reality shock among nursing staff may increase the risk of care omissions and adverse events, adversely affecting nursing quality and patient safety (). Professional identity is a comprehensive reflection of an individual's cognitive understanding, emotional evaluation, and behavioral commitment to their professional role (). For nurses, the formation of professional identity is a dynamic socialization process influenced by a combination of personal factors, organizational environment, and clinical experiences (). Professional identity plays a crucial role in nurses' career development; nurses with high professional identity demonstrate greater work engagement, higher job satisfaction, and a lower tendency to leave the profession, which is particularly critical during the early stages of their careers (–). Junior nurses are currently in a critical phase of professional identity formation, and their experiences and adaptation during this period will have a profound impact on their long-term career development.