Barriers and facilitators to the formation of professional identity among nursing students: A four-year longitudinal qualitative study
作者全名："Lin, Shuanglan; Chen, Shucheng; Tu, Qiang; Xu, Xinyu; Xie, Shiqi; Yang, Bing; Zhang, Quanzhi; Chen, Liping"
作者地址："[Lin, Shuanglan; Xu, Xinyu; Xie, Shiqi; Chen, Liping] Chongqing Med Univ, Nursing Coll, Chongqing, Peoples R China; [Chen, Shucheng] Hong Kong Polytech Univ, Sch Nursing, Hong Kong, Peoples R China; [Tu, Qiang] Univ Sydney, Fac Med & Hlth, Sydney, Australia; [Yang, Bing] Chongqing Med Univ, Dept Nursing, Stomatol Hosp, Chongqing, Peoples R China; [Zhang, Quanzhi] Harbin Med Univ, Sch Nursing, Harbin, Heilongjiang, Peoples R China"
通信作者："Chen, LP (通讯作者)，Chongqing Med Univ, Nursing Coll, Chongqing, Peoples R China."
来源：NURSE EDUCATION TODAY
ESI学科分类：CLINICAL MEDICINE
WOS号：WOS:001166548300001
JCR分区：Q1
影响因子：3.6
年份：2024
卷号：134
期号：
开始页：
结束页：
文献类型：Article
关键词：Nursing students; Professional identity; Nursing formation; Longitudinal qualitative study
摘要："Background: Nursing professional identity (NPI) is essential for nurses to develop their nursing profession. It reflects the competencies consistent with the professional practices of nurses and contributes to them providing better healthcare and public health. The formation process of NPI started with undergraduate nursing education and continued throughout the nursing career. Objective: To explore nursing students' perceptions of facilitators and barriers to the formation of NPI during their study. Methods: A 4-year longitudinal, qualitative research design with yearly semi-structured interviews undertaken from 2019 to 2022. The reflexive thematic analysis methodology was applied for the data analysis. Results: Ninety-three nursing students were recruited, joining a group or individual interview. The four-year nursing baccalaureate program revealed a dynamic formation process of NPI: ""Outsider of nursing"", ""Entering the nursing courses"", ""Building nursing competence"", and ""Thinking and acting like a nurse"". A total of 12 themes were identified to present the barriers and facilitators to the NPI formation at different stages. Specifically, the six barriers include conflict between their ideals and reality, sociocultural stereotypes about nursing, the negative impact of COVID-19, the pre-internship concerns, struggling to meet expectations, and potential danger and discrimination in the healthcare settings. The enablers were: self-motivation and inner belief towards the nursing profession, the power of role models, the improvement of nursing capacity, well integration into the healthcare professional teams, understanding of the clinical environment, and recognition and encouragement from others. Conclusions: The formation of nursing students' NPI is an ever-changing process, with various intrinsic and extrinsic influences during their four-year study. Nursing educators are suggested to prepare and develop students' professional comportment in their theoretical and clinical practice to develop their professional identity as a nurse."
基金机构：Chongqing Municipal Education Commission's 2021 Higher Education Teaching Reform Key Project [212046]
基金资助正文：The research was funded by Chongqing Municipal Education Commission's 2021 Higher Education Teaching Reform Key Project (Grant No.: 212046) .
