Introduction
Entrepreneurship is a process under which a person offers a new product and service to market with a new idea by mobilizing all resources through building business by accepting its financial, economic, and social risks (1). Entrepreneurial talent refers to activities that have the highest individual efficiency (2), and it is the ability to explore and take advantage of the opportunities that exist in the market (3). Considering the increasing rates of educated young population and unemployment crisis, and graduates looking for work, as well as economic problems in society, entrepreneurship and attention to students' entrepreneurial talents have become significantly important (4). Creating context for entrepreneurial preparedness in students is an important aspect of the entrepreneurship development in society, and it can be fulfilled by identifying and examining psychological factors, and personality characteristics, and entrepreneurial talent in students because these factors play important roles in making the graduates entrepreneurs (5). Individuals with a high entrepreneurial personality profile are more likely to be entrepreneurial; hence, given its positive impact on the entrepreneurial intention, it is important to identify students' entrepreneurial talents in order to teach entrepreneurship to students (6). The health sector with numerous entrepreneurship substrates needs innovative, creative, motivated, energetic and hard-working work forces with strong social relations, entrepreneurial talent and business creation. These work forces work in the field of health by discovering the opportunities, innovation, planning and decision-making, time management and self-regulation (7). In this field, learning to create business skills by students is a prerequisite for creating entrepreneurship. In higher education system, students in different fields of medical sciences enter the labor market with a lot of scientific learning and technical skills of their fields of study, but because of the limited capacity of organizational posts of health care and public health units and lack of skills to build businesses, they spend a lot of time waiting for the right job and face a variety of social, emotional and economic problems (8).
A university, which seeks to promote entrepreneurship, should have a structure that can update creativity and innovation and help strengthen ideation. Due to the students' entrepreneurial talent and establishment of science and technology parks and incubators, universities are seeking to support entrepreneurship and application of new ideas (9). Mardanshahi et al. noted that about 70% of students had low entrepreneurial talent; and the entrepreneurial talent was lower in seniors than the freshmen. This reduction revealed the less effective education programs and the need to plan for improving this feature (10). Zhimin and Lu also stated that the ultimate goal of universities is to teach creativity, innovation and entrepreneurship. They also stated that the development of universities can be achieved through an innovative entrepreneurial talent training system; and thus the universities develop the academic and students' performance by teaching entrepreneurship, creativity and idea generation to students (11). Furthermore, Zhang et al. declare that the entrepreneurial talent and attention to it have caused an economic miracle in China in all public and agricultural sectors, and business activities; and the attention to entrepreneurship, its training, discovering entrepreneurial talent, and directing the talents to different sectors of economy have revolutionized the China's economy since the past 30 years (12).
In 2018, the Statistics Center of Iran announced the unemployment rate of the active population equal to 12%. According to the same statistics, 18.1% of graduates of universities and higher education institutions were unemployed. The same statistic indicated that the unemployment rate of Golestan province was 9.8 percent (13). The unemployment rate of graduates of health in 2015 indicated that 4.1% of all unemployed graduates of different fields of study were graduates or health. According to the unofficial sources and officials, the unemployment rate for healthcare graduates is worrying. Despite the need for services in the field of health, especially nursing, high unemployment rate can be seen in this field.
Determining and recognizing the nurses' entrepreneurial talent allow nurses to pursue their perspectives on health outcomes using innovative approaches. Like other entrepreneurs, entrepreneurial nurses provide nursing services with an educational, executive, research, and consulting nature.
Given that nursing schools of Golestan province are training students both in the University of Medical Sciences and Azad universities of the province, and a large number of nursing graduates enter the society every year, the present study aimed to determine the entrepreneurial talent of students to start businesses and jobs after graduation.
Given the existing platforms at universities to create entrepreneurship, the present study was conducted to determine the entrepreneurial talent in students in order to identify talents and eliminate weaknesses and strengthen the advantages of these talents by determining components of entrepreneurial talent and help students to convert their potential for entrepreneurship to a reality. Therefore, the students can use their talents to start businesses and employment after graduation.
Methods
The present cross-sectional study was conducted on all nursing students at University of Medical Sciences and Islamic Azad Universities of Golestan province (Aliabad-e Katul County, Gorgan, Bandar-e Gaz, and Gonbad-e Kavus) during the academic year of 2018-2019. The total number of students in the third to eighth semesters was 713; and 250 students were selected using the Cochran's table with an error value of 0.05. The questionnaires were distributed of which 235 questionnaires were returned.