The aim of this integrative review was to identify and synthesize current evidence of factors that influence the professional identity development of nursing students in nursing educational programs. Cinahl (EBSCO), Medline, ERIC, Embase, and PsycINFO were searched. Three different appraisal tools and the PRISMA checklist were used. The data from both quantitative and qualitative studies (19 primary studies) were analyzed by applying qualitative content analysis. The analysis revealed two main themes: a caring practice–academic partnership and support in the learning environment. The following seven sub-categories were identified: clinical supervisors, ethical competence, preparation, self-confidence, predictability and safety, structure and cooperation, reflective space and safety. Our findings indicate that clinical supervisors play a central role as role models for nursing students. The main themes with sub-themes are critical in the professional identity development of nursing students in nursing educational programs.

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Background. For nursing students, it is important to learn how to think as a nurse and have a professional identity development. Nursing students are required a safe learning environment and reflection time to enhance their professional identity. The purpose of this study was firstly to examine nursing students’ professional identity development during education. Secondly it was to investigate the predictive value of self-efficacy and Sence of Coherence (SOC) on the professional identity of nursing students also during the education. Methods. A longitudinal study design was used to explore this development during education time. The relationship between sense of coherence, self-efficacy and professional identity were explored. Data were collected through self-reported questionnaires, three times. Statistical software jamovi 1.2.9 was used for the data analysis. Repeated measures ANOVA, and a multiple linear regression analysis were performed. Result. Professional identity development increased over time, and changes from Time 1–Time 3 were statistically significant. The only statistically significant predictor was students’ self-efficacy. Conclusion. To integrate self-efficacy when preparing the curriculum for nursing students, can lead to more competent nurses, and further on professional nurses with a higher level of professional identity.