Becoming a Nurse: Professional Identity in Prelicensure Nursing Students.
Journal
Nurse educator
ISSN: 1538-9855
Titre abrégé: Nurse Educ
Pays: United States
ID NLM: 7701902
Informations de publication
Date de publication:
25 Oct 2024
25 Oct 2024
Historique:
medline:
25
10
2024
pubmed:
25
10
2024
entrez:
25
10
2024
Statut:
aheadofprint
Résumé
A correlation exists between professional identity (PI), hope, and job satisfaction that warrants interventional measures to reverse nurse turnover. Developing, nurturing, and improving nurses' PI can positively address nurse turnover. The purpose of this study was to examine the intersections between career motivation, PI formation, and belongingness in prelicensure nursing students. As part of a larger mixed-methods study, a quantitative survey was disseminated to students. Findings suggest significant connections between the depth of perceived PI, motivation to enter the field, and future orientation(s) that are mediated through classroom instruction. PI was shaped by student relationships, confidence, and autonomy. Findings underscore the importance of academic intentionality in incorporating PI early in nursing education. Prioritizing quality bedside experiences to develop meaningful relationships while simultaneously increasing confidence and autonomy to assist the nursing student in connecting with their PI is key.
Sections du résumé
BACKGROUND
BACKGROUND
A correlation exists between professional identity (PI), hope, and job satisfaction that warrants interventional measures to reverse nurse turnover. Developing, nurturing, and improving nurses' PI can positively address nurse turnover.
PURPOSE
OBJECTIVE
The purpose of this study was to examine the intersections between career motivation, PI formation, and belongingness in prelicensure nursing students.
METHODS
METHODS
As part of a larger mixed-methods study, a quantitative survey was disseminated to students.
RESULTS
RESULTS
Findings suggest significant connections between the depth of perceived PI, motivation to enter the field, and future orientation(s) that are mediated through classroom instruction. PI was shaped by student relationships, confidence, and autonomy.
CONCLUSIONS
CONCLUSIONS
Findings underscore the importance of academic intentionality in incorporating PI early in nursing education. Prioritizing quality bedside experiences to develop meaningful relationships while simultaneously increasing confidence and autonomy to assist the nursing student in connecting with their PI is key.
Identifiants
pubmed: 39453879
doi: 10.1097/NNE.0000000000001756
pii: 00006223-990000000-00555
doi:
Types de publication
Journal Article
Langues
eng
Sous-ensembles de citation
IM
Informations de copyright
Copyright © 2024 Wolters Kluwer Health, Inc. All rights reserved.
Déclaration de conflit d'intérêts
The authors declare no conflict of interest.
Références
Hu H, Wang C, Lan Y, Wu X. Nurses’ turnover intention, hope and career identity: the mediating role of job satisfaction. BMC Nurs. 2022;21(1):1-11. doi:10.1186/s12912-022-00821-5.
doi: 10.1186/s12912-022-00821-5
Lewis LS, Rebeschi LM, Hunt E. Nursing education practice update 2022: competency-based education in nursing. SAGE Open Nurs. 2022;8:1-6. doi:10.1177/23779608221140774.
doi: 10.1177/23779608221140774
Browne C, Wall P, Batt S, Bennett R. Understanding perceptions of nursing professional identity in students entering an Australian undergraduate nursing degree. Nurse Educ Pract. 2018;32:90-96. doi:10.1016/j.nepr.2018.07.006.
doi: 10.1016/j.nepr.2018.07.006
Fitzgerald A, Clukey L. Factors influencing nursing professional identity development: a qualitative study. Nurs Forum. 2022;57(6):1346-1353. doi:10.1111/nuf.12816.
doi: 10.1111/nuf.12816
Gao Z, Wei X, Yang L, et al. Mediating role of career self‐efficacy between clinical learning environment and professional identity in nursing students. J Adv Nurs. 2022;78(4):1012-1019. doi:10.1111/jan.15027.
doi: 10.1111/jan.15027
Johnson M, Cowin LS, Wilson I, Young H. Professional identity and nursing: contemporary theoretical developments and future research challenges. Int Nurs Rev. 2012;59(4):562-569. doi:10.1111/j.1466-7657.2012.01013.x.
doi: 10.1111/j.1466-7657.2012.01013.x
American Association of Colleges of Nursing. The essentials: core competencies for professional nursing education. Published April 6, 2021. Accessed May 25, 2024. https://www.aacnnursing.org/Portals/0/PDFs/Publications/DNPEssentials.pdf
International Society for Professional Identity in Nursing. What is professional identity in nursing? What is professional identity in nursing? September 19, 2022. Accessed 2023. https://www.kumc.edu/school-of-nursing/outreach/consulting/professional-identity/about/what-is-professional-identity-in-nursing.html.
Rognstad M, Nortvedt P, Aasland O. Helping motives in late modern society: values and attitudes among nursing students. Nurs Ethics. 2004;11(3):227-239. doi:10.1191/0969733004ne691oa.
doi: 10.1191/0969733004ne691oa
Teresa-Morales C, Rodríguez-Pérez M, Ramos-Pichardo JD. Reasons for choosing and completing nursing studies among incoming and outgoing students: a qualitative study. Nurse Educ Today. 2023;125:105794. doi:10.1016/j.nedt.2023.105794.
doi: 10.1016/j.nedt.2023.105794
Winnington R, Shannon K, Turner R, et al. Learning experiences of first year graduate entry nursing students in New Zealand and Australia: a qualitative case study. BMC Nurs. 2023;22(1):1-11. doi:10.1186/s12912-023-01233-9.
doi: 10.1186/s12912-023-01233-9
Simmonds A, Nunn A, Gray M, et al. Pedagogical practices that influence professional identity formation in baccalaureate nursing education: a scoping review. Nurse Educ Today. 2020;93:104516. doi:10.1016/j.nedt.2020.104516.
doi: 10.1016/j.nedt.2020.104516
Wang A, Wu F, Lin C, et al. An online 5-week professional identity program for nursing student in clinical rotation practice during the first wave of COVID-19 pandemic: a two-arm randomized trial. Nurse Educ Pract. 2023;68:103598. doi:10.1016/j.nepr.2023.103598.
doi: 10.1016/j.nepr.2023.103598
Wang Q, Cao X, Du T. First-year nursing students’ initial contact with the clinical learning environment: impacts on their empathy levels and perceptions of professional identity. BMC Nurs. 2022;21(1):1-9. doi:10.1186/s12912-022-01016-8.
doi: 10.1186/s12912-022-01016-8
Rasmussen P, Henderson A, McCallum J, Nicola A. Professional identity in nursing: a mixed method research study. Nurse Educ Pract. 2021;52:103039. doi:10.1016/j.nepr.2021.103039.
doi: 10.1016/j.nepr.2021.103039
Gilvari T, Babamohamadi H, Paknazar F. Perceived professional identity and related factors in Iranian nursing students: a cross-sectional study. BMC Nurs. 2022;21(1):1-8. doi:10.1186/s12912-022-01050-6.
doi: 10.1186/s12912-022-01050-6
Singer DL, Walker D, Zhang Y. Adaptation and preliminary validation of the U.S. version of the belongingness scale – clinical placement experience: a pilot study. Teach Learn Nurs. 2023;18(1):16-23. doi:10.1016/j.teln.2022.11.005.
doi: 10.1016/j.teln.2022.11.005
Levett-Jones T, Lathlean J. The ascent to competence conceptual framework: an outcome of a study of belongingness. J Clin Nurs. 2009;18(20):2870-2879. doi:10.1111/j.1365-2702.2008.02593.x.
doi: 10.1111/j.1365-2702.2008.02593.x
Lees C, Keane P, Porritt B, Cleary JP. Exploring nursing students’ understanding and experiences of academic resilience. A qualitative study. Teach Learn Nurs. 2023;18(2):276-280. doi:10.1016/j.teln.2022.12.008.
doi: 10.1016/j.teln.2022.12.008
Tehranineshat B, Torabizadeh C. Dignity of nursing students in clinical learning environments. Nurs Ethics. 2022;29(3):742-757. doi:10.1177/09697330211041735.
doi: 10.1177/09697330211041735
Sukut O, Ayhan C. Nursing students’ experiences of horizontal violence and occupational belonging during clinical placements. J Integr Nurs. 2022;4(4):231-238. doi:10.4103/jin.jin_15_22.
doi: 10.4103/jin.jin_15_22
Wu LT, Low MMJ, Tan KK, Lopez V, Liaw SY. Why not nursing? A systematic review of factors influencing career choice among healthcare students. Int Nurs Rev. 2015;62(4):547-562. doi:10.1111/inr.12220.
doi: 10.1111/inr.12220
Ait Ali D, Ncila O, Ouhhamou S, Rizzo A, Chirico F, Khabbache H. Motivations driving career choices: insights from a study among nursing students. SAGE Open Nursing. 2024:1-11. doi:10.1177/23779608241255876.
doi: 10.1177/23779608241255876
McDonald MM, Zeigler-Hill V, Vrabel JK, Escobar M. A single-item measure for assessing stem identity. Front Educ. 2019;4. doi:10.3389/feduc.2019.00078.
doi: 10.3389/feduc.2019.00078
Chemers MM, Syed M, Goza BK, et al. The role of self-efficacy and identity in mediating the effects of science support pro-grams. Technical Report No. 5; 2010. Santa Cruz: University of California.
Chemers MM, Zurbriggen EL, Syed M, Goza BK, Bearman S. The role of efficacy and identity in science career commitment among underrepresented minority students. J Soc Issues. 2011;67(3):469-491. doi:10.1111/j.1540-4560.2011.01710.x.
doi: 10.1111/j.1540-4560.2011.01710.x
Robnett RD, Nelson PA, Zurbriggen EL, Crosby FJ, Chemers MM. Research mentoring and scientist identity: insights from undergraduates and their mentors. Int J STEM Educ. 2018;5(1):1-14. doi:10.1186/s40594-018-0139-y.
doi: 10.1186/s40594-018-0139-y
Good C, Rattan A, Dweck CS. Why do women opt out? Sense of belonging and women’s representation in mathematics. J Pers Soc Psychol. 2012;102(4):700-717. doi:10.1037/a0026659.
doi: 10.1037/a0026659