The Formation of Professional Identity in Nursing

Larson, June; Brady, Marilyn; Engelmann, Lynn; Perkins, Bro Ignatius; Shultz, Cathleen M.

doi:10.1097/00024776-201303000-00016

Cited by 33 publications

(22 citation statements)

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“…Student nurses have a vision of how they perceive themselves as professionals (Larson et al, 2013). In the process of developing a professional identity, student nurses either develop a self-concept within a professional role based on attributes, beliefs, values, motives, experiences, morals and ideals or are unable to develop in this role (Crigger & Godfrey, 2014).…”

Section: Relevant Scholarshipmentioning

confidence: 99%

The Evolution of a Professional Identity as Perceived by Saudi Student Nurses

Moola¹

2017

GJHS

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The professional identity of student nurses may fluctuate or even disintegrate when exposed to clinical realities. A self-identity must be integrated firstly with new expectations and modified within a social context to form a professional identity. In the process of developing a professional identity, student nurses either develop a self-concept within a professional role based on attributes, beliefs, values, motives, experiences, morals and ideals of who and what a nurse is, or lack to develop in this role. This study targeted to investigate the perceptions of Saudi student nurses in the evolution of a professional identity. A non-probabilistic and descriptive approach was selected for data collection. A Nurses Professional Identity Scale was constructed by the researcher to explore the evolution of a professional identity as perceived by Saudi student nurses. Mean scores indicated the importance of the self-presentation, self-image, self-esteem, self-categorization and self-concept as dimensions, which facilitates a professional identity. The p-values obtained for all the factors were less than the level of significance (p-value<0.05), which indicated the importance of all the associated factors. The significance of how student nurses identify themselves as professionals during the Baccaulearate program in various role formation has been emphasized. These roles are still undervalued by society and influences stereotypical attitudes.

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Section: Relevant Scholarshipmentioning

confidence: 99%

The Evolution of a Professional Identity as Perceived by Saudi Student Nurses

Moola¹

2017

GJHS

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“…Nursing values include excellence, caring, integrity and diversity, holism, patientcenteredness and ethical practice (Larson et al, 2013). These key nursing values and characteristics are required for the formation of policy, the specification of services, and the development of educational curricula (Martin and Barresi, 2003).…”

Section: Characteristics and Valuesmentioning

confidence: 99%

Characteristics and values of a British military nurse. International implications of War Zone qualitative research

Finnegan

Finnegan²,

McKenna

et al. 2016

Nurse Education Today

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The study findings provide military nurses with a framework for a realistic personal development plan that will allow them to build upon their strengths as well as to identify and ameliorate potential areas of weakness. Placing nurses first, with a model that focusses on the requirements of a good nurse has the potential to lead to better patient care, and improve the quality of the tour for defence nurses. These findings have international implications and have the potential for transferability to any level of military or civilian nursing practice.

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“…In “BC” years, that is, before COVID-19, health professions educators were always, and currently are, charged with supporting the active, dynamic process of professional identity formation (PIF) 3,4 for a humanistic, morally resilient healthcare professional, ideally enhancing quality of care and caring. 5 PIF, defined in health professions education as “internalization of values reflected in the practice setting in thinking, actions, and behaviors and how nurses treat co-workers and patients” 6 and as “a representation of self, achieved in stages over time during which the characteristics, values, and norms of the medical profession are internalized, resulting in an individual thinking, acting, and feeling like a physician,” 7 is a foundational framework for cultivating core values as a moral compass.…”

Section: Introductionmentioning

confidence: 99%

COVID-19 era healthcare ethics education: Cultivating educational and moral resilience

Wald

Monteverde

2021

Nurs Ethics

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The COVID-19 pandemic crisis has had profound effects on global health, healthcare, and public health policy. It has also impacted education. Within undergraduate healthcare education of doctors, nurses, and allied professions, rapid shifts to distance learning and pedagogic content creation within new realities, demands of healthcare practice settings, shortened curricula, and/or earlier graduation have also challenged ethics teaching in terms of curriculum allotments or content specification. We propose expanding the notion of resilience to the field of ethics education under the conditions of remote learning. Educational resilience starts in the virtual classroom of ethics teaching, initially constituted as an “unpurposed space” of exchange about the pandemic’s challenging impact on students and educators. This continuously transforms into “purposed space” of reflection, discovering ethics as a repertory of orientative knowledge for addressing the pandemic’s challenges on personal, professional, societal, and global levels and for discovering (and then addressing) that the health of individuals and populations also has moral determinants. As such, an educational resilience framework with inherent adaptability rises to the challenge of supporting the moral agency of students acting both as professionals and as global citizens. Educational resilience is key in supporting and sustaining professional identify formation and facilitating the development of students’ moral resilience and leadership amid moral complexity and potential moral transgression—not only but especially in times of pandemic.

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The Formation of Professional Identity in Nursing

Cited by 33 publications

References 0 publications

The Evolution of a Professional Identity as Perceived by Saudi Student Nurses

The Evolution of a Professional Identity as Perceived by Saudi Student Nurses

Characteristics and values of a British military nurse. International implications of War Zone qualitative research

COVID-19 era healthcare ethics education: Cultivating educational and moral resilience

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