professional choice was influenced by family and work expectations and the nursing course had an effect on the construction of nurses' professional identity.

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The aims of this study were to analyse the conception of ethics in the nurse's speech and practice, to verify its influence on nurses formation, and to investigate the nurses views regarding to the contribution of ethics to the comprehension of the moral reality and to the critical analysis of the nursing practice. The methodology focused on the qualitative analyses of data collected through the techniques of: document collection and analysis, group interviews, and observations of the nurses ethical behaviour during their practice. According to he results, the nurses conception of ethics relates in satisfaction to their work, to professional discrimination, and to corporate issues of health team. No reference was made to citizenship concerns. There is also a setting away from ethics understanding while moral behaviour and a critical view of the profession and of health care.

Objective: identify how the formulation process of the professional identity of nursing took place through news items related to the regulation of the profession between 1980 and 1986. Method: qualitative, historical, documentary research, guided by the socio-historical research process. Results: of the 2994 news items that were located, 122 were analyzed that had been published in the newspaper Folha de São Paulo. The importance of the movements and claims of the nursing category and its representative organs was highlighted, which culminated in the approval of the new law of professional nursing practice in 1986. The news items on care and research activities were also highlighted, including scientific events, particularly the Brazilian Nursing Congresses. Contributions to the development and evolution of nursing as a profession were also evidenced, which influenced the professional identity process. The professional identity during this period was marked by the empowerment of nursing and its categories, based on struggles and actions in search of better work conditions and a better quality of care. Conclusion: based on the actions of the nursing category and its representative organs, the update process of the professional nursing regulation could be legitimized and pushed forward. The regulation of professional practice resulted from the movements of categories and representative organs, besides daily nursing practice in care, education and research, being considered essential for the historical construction of the professional nursing identity.

Objetivo: analisar a contribuição da formação em enfermagem para a (re)construção da identidade profissional de enfermeiros e sua expressão pós-ingresso no mercado de trabalho. Método: estudo qualitativo com abordagem socio-histórica, realizado entre setembro de 2013 a maio de 2014, que utilizou a história oral, em entrevistas com dezesseis egressos e quatro docentes do curso de Enfermagem e Obstetrícia da Universidade Federal do Rio Grande do Norte. Resultados: ma análise de conteúdo constatou-se a importância da formação na construção da identidade profissional de enfermeiros, mas que estes também contribuíram para o reconhecimento da profissão. Reconhecendo-se, nesta dialética, que os processos de socializações, ao mesmo tempo em que influenciam a construção de identidades dos sujeitos são por eles reestruturados. Conclusão: evidenciou-se a ação educativa dos docentes, não só como mediadores da aprendizagem, mas por promoverem também o reconhecimento social e contribuírem à constituição da identidade profissional desses egressos.ABSTRACTObjective: to examine the contribution of nursing education to (re)constructing nurses’ professional identity and its expression after their admission to the labor market. Method: this qualitative, socio-historical study was conducted between September 2013 and May 2014, using oral history in interviews of sixteen graduates and four professors of the Nursing and Obstetrics course at Rio Grande do Norte Federal University. Results: content analysis showed the importance of training in the construction of nurses’ professional identity, but the nurses themselves also contributed to gaining recognition for the profession. It was recognized that, in this dialectic, socialization processes both influence the construction of subjects’ identities and are restructured by them. Conclusion: evidence was found of the educational action of teachers, not only as mediators of learning, but also by their fostering social recognition and helping constitute the professional identity of these alumni.RESUMEN:Objetivo: analizar la contribución de la formación en enfermería a la (re)construcción de la identidad profesional de enfermeros y su expresión post-ingreso en el mercado de trabajo. Método: estudio cualitativo con enfoque socio-histórico, realizado entre septiembre de 2013 y mayo de 2014, que utilizó la historia oral, en entrevistas junto a dieciséis egresados y cuatro profesores del curso de Enfermería y Obstetricia de la Universidad Federal de Rio Grande do Norte. Resultados: en el análisis de contenido se constató la importancia de la formación en la construcción de la identidad profesional de enfermeros, pero que éstos también contribuyeron para el reconocimiento de la profesión. Reconociendo, en esta dialéctica, que los procesos de socializaciones, al mismo tiempo que influyen en la construcción de identidades de los sujetos, son reestructurados por ellos. Conclusión: se evidenció la acción educativa de los profesores, no sólo como mediadores del aprendizaje, sino por promover el reconocimiento social y contribuir a la constitución de la identidad profesional de esos egresados.