Rumination, in the psychological sense, refers to a pattern of thought in which individuals repeatedly and passively focus on their distress, its causes, and its consequences, without moving toward active problem-solving. It is well established as a risk factor for depression and anxiety in the general population, but its role in clinical training environments has received far less attention. The transition from classroom to hospital ward is a period of intense identity formation for nursing students. If rumination erodes the psychological resources needed during this transition, the effects could ripple outward—first to the intern’s own wellbeing, then to the quality of care they deliver, and ultimately to whether they remain in the profession at all.

To investigate these questions, a team led by Xinyu Gao of Chengdu University of Traditional Chinese Medicine recruited 591 nursing interns from nine hospitals across Sichuan province using convenience sampling. Participants completed questionnaires covering demographic characteristics, rumination, caring ability, and professional identity. The researchers then applied a battery of statistical techniques that go well beyond simple correlation: latent profile analysis to identify subgroups of interns with distinct rumination patterns, mediation analysis to test whether caring ability acts as a pathway linking rumination to professional identity, and generalized additive models to detect nonlinear relationships that conventional linear regression would miss.

The latent profile analysis produced a strikingly heterogeneous picture. Rather than treating rumination as a single continuous scale, the method allowed the researchers to classify interns into distinct profiles based on their response patterns. Three such profiles emerged. The largest group, comprising 50.08 percent of the sample, showed low levels of rumination. A substantial second group, 42.98 percent, fell into a moderate-rumination profile, while a smaller but notable 6.94 percent of interns belonged to a high-rumination group. This distribution suggests that while most nursing interns manage stressful clinical experiences without becoming trapped in repetitive negative thought, nearly half carry at least a moderate rumination burden—and roughly one in fourteen carries a heavy one.

The analysis of demographic and personal predictors of profile membership yielded two especially interesting findings. Interns who reported liking the nursing major were significantly more likely to belong to the low-rumination group, with an odds ratio of 0.336, and those with extraverted personalities were similarly protected, with an odds ratio of 0.439. In practical terms, an affinity for the profession and an outgoing temperament each appeared to buffer against the tendency to dwell on negative clinical experiences. These results align with broader psychological literature suggesting that intrinsic motivation and positive social orientation both serve as protective factors against maladaptive thought patterns, but they also point to concrete screening opportunities: educators could identify at-risk interns early by attending to their attitudes toward the major and their personality traits.

The heart of the study, however, lies in its mediation analysis. The researchers hypothesized that rumination does not directly undermine professional identity alone; instead, it first damages caring ability—the cognitive, emotional, and practical capacity to attend to patients’ needs—and this erosion of caring capacity then weakens the intern’s sense of professional identity. The data supported this pathway strongly. Caring ability significantly mediated 46.0 percent of the relationship between rumination and professional identity, with an indirect effect of -0.167 and a 95 percent confidence interval of [-0.231, -0.114], which excludes zero and therefore indicates a statistically reliable effect. In other words, nearly half of rumination’s corrosive influence on how interns see themselves as future nurses travels through its damage to their capacity for care.

Perhaps the most technically novel contribution comes from the generalized additive models, which revealed that the relationships in question are not linear. The negative effect of rumination on caring ability intensified sharply once rumination scores exceeded a threshold of 35, with a slope coefficient of -0.611 and a p-value below 0.001. Below that threshold, additional rumination appeared comparatively less damaging; above it, each incremental increase in rumination exacted a progressively steeper toll on caring capacity. This kind of nonlinear dose-response pattern is exactly what generalized additive models are designed to detect, using flexible smoothing functions rather than assuming a straight-line relationship. The finding implies a tipping point: once an intern’s rumination crosses a certain intensity, the psychological cost of care work accelerates.

A second nonlinear relationship operated on the positive side of the equation. The beneficial effect of caring ability on professional identity diminished once caring ability scores rose above 160, with a coefficient of 0.337 and p < 0.001. This suggests a ceiling effect of sorts: building caring ability from a low base yields substantial gains in professional identity, but beyond a certain level of competence, further improvements contribute less to how interns feel about their profession. For curriculum designers, this has a practical implication—investments in caring-skill training will produce the greatest returns for interns whose caring ability is currently weak, particularly those in the moderate and high rumination profiles whose caring capacity the study shows to be most compromised.

Taken together, the findings sketch a coherent causal architecture. Rumination, especially at moderate to high levels, depletes the psychological resources that underpin compassionate care; diminished caring ability then feeds back into a weaker professional identity, potentially threatening the intern’s commitment to nursing altogether. The authors conclude that nursing education should emphasize psychological support for interns with moderate-to-high rumination while simultaneously enhancing their caring ability as a lever for fostering professional identity. Because caring ability carried nearly half of the total effect, interventions targeting it—such as mentorship, reflective practice training, and structured clinical supervision—may be especially efficient points of intervention, potentially interrupting the downward spiral before it reaches the intern’s sense of professional self.

The study’s limitations are worth noting. Convenience sampling from nine hospitals in a single Chinese province may limit generalizability to other regions or healthcare systems, and the cross-sectional design cannot definitively establish causal direction, even though the mediation model is theoretically grounded. Self-reported questionnaires are also vulnerable to bias. Nevertheless, the combination of person-centered profiling, formal mediation testing, and nonlinear modeling represents a methodologically sophisticated approach that other researchers could apply to allied health professions facing similar transition stress. As healthcare systems worldwide grapple with nursing shortages and burnout, understanding how a treatable cognitive habit like rumination shapes the earliest stage of a nursing career may prove to be more than an academic exercise—it could inform the retention strategies on which patient care ultimately depends.

Subject of Research: Rumination profiles, caring ability, and professional identity among nursing interns

Article Title: 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

Article References: Gao, X., Xie, J., Zhang, Y., Yin, H., Xiong, L., Zhang, Y., & Yang, Q. (2026). 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. BMC Nursing. https://doi.org/10.1186/s12912-026-05414-0

Image Credits: AI Generated

DOI: 10.1186/s12912-026-05414-0

Keywords: nursing interns, rumination, caring ability, professional identity, latent profile analysis, mediation analysis, generalized additive models, nursing education, psychological stress, clinical training, BMC Nursing, China