Department of Nursing, Faculty of Medical Sciences, Tarbiat Modares University, Tehran, Iran.
Department of Biostatistics, Faculty of Medical Sciences, Tarbiat Modares University, Tehran, Iran.
Int Nurs Rev. 2017 Sep;64(3):428-436. doi: 10.1111/inr.12334. Epub 2016 Nov 23.
To explore Iranian nursing students' transition to professional identity.
Professional identity is an important outcome of nursing education that has not been fully explored in the Iranian nursing education system.
Professional identity is a significant factor influencing the development of nursing education and practice. The transition of nursing students to professional identity is the main concern of nursing education and fundamental prerequisite for policymaking and planning in the field of nursing education.
This was a qualitative content analysis study. In-depth unstructured interviews were held with 35 Iranian bachelor's degree nursing students recruited through purposive sampling. The interviews were transcribed verbatim and analysed using content analysis.
The data analysis led to the development of four themes and 15 categories: 'satisfaction with professional practice (attending clinical settings and communicating with patients, the feeling of being beneficial)'; 'personal development (growing interest in nursing, feeling competent in helping others, changing character and attitude shift towards patients)'; 'professional development (realizing the importance of nursing knowledge, appreciating professional roles, a changing their understanding of nursing and the meaning it)'; and 'attaining professional commitment (a tendency to present oneself as a nurse, attempting to change oneself, other students and the public image of nursing)'.
Development of professional identity is a continual process of transition. The greatest transition occurred in the last year of the programme.
Nursing students experienced transition to PI through gaining satisfaction with professional practice, undergoing personal and professional development and developing a professional commitment.
Educational policymakers can use our findings for developing strategies that facilitate and support nursing students' transition to professional identity.
探讨伊朗护理学生向专业身份的转变。
专业身份是护理教育的一个重要结果，但在伊朗护理教育系统中尚未得到充分探索。
专业身份是影响护理教育和实践发展的重要因素。护理学生向专业身份的转变是护理教育的主要关注点，也是护理教育领域政策制定和规划的基本前提。
这是一项定性内容分析研究。通过目的抽样，从 35 名伊朗护理学士学生中选取了 35 名学生进行深入的非结构化访谈。访谈逐字记录并进行内容分析。
数据分析产生了四个主题和 15 个类别：“对专业实践的满意（参加临床设置和与患者沟通，感到有益）”；“个人发展（对护理的兴趣增加，对帮助他人感到有能力，改变性格和对患者的态度转变）”；“专业发展（认识到护理知识的重要性，欣赏专业角色，改变他们对护理的理解和意义）”；“获得专业承诺（倾向于表现为护士，试图改变自己、其他学生和公众对护理的形象）”。
专业身份的发展是一个持续的转变过程。最大的转变发生在课程的最后一年。
护理学生通过获得对专业实践的满意度、经历个人和专业发展以及培养专业承诺来体验向专业身份的转变。
教育政策制定者可以利用我们的发现制定策略，促进和支持护理学生向专业身份的转变。
Zotero 插件