Simmonds Anne, Nunn Alexandra, Gray Mikaela, Hardie Catherine, Mayo Samantha, Peter Elizabeth, Richards Jessie
Lawrence S. Bloomberg Faculty of Nursing, University of Toronto, 155 College Street, Toronto, ON M5T 1P8, Canada.
Gerstein Science Information Centre, University of Toronto, 9 King's College Circle, Toronto, ON M5Z 1A5, Canada.
Nurse Educ Today. 2020 Oct;93:104516. doi: 10.1016/j.nedt.2020.104516. Epub 2020 Jun 27.
The purpose of this review was to identify pedagogical practices that contribute to professional identity formation in undergraduate nursing education and to map the components of professional identity described within these practices.
A scoping review using a six-stage methodological framework was used to capture a range of evidence describing how professional identity has been conceptualized and integrated into nursing curriculum.
Databases searched included: Ovid MEDLINE: Epub Ahead of Print, In-Process & Other Non-Indexed Citations, Ovid MEDLINE® Daily and Ovid MEDLINE® 1946-Present, EBSCO CINAHL (1981 to present), OVID PsycINFO (1806 to Present), ProQuest ERIC, ASSIA, and Sociological Abstracts. Additional studies were identified by scanning the reference lists of relevant articles.
The study team collaboratively designed the data charting table and two coauthors independently screened the studies using Covidence software. Qualitative content analysis was used to categorize learning outcomes into five components of professional identity that were associated with pedagogical practices identified in the studies.
A total of 114 peer-reviewed journal articles were initially charted. Articles were categorized as intervention studies (46, 40%), perspective studies (40, 35%), theoretical papers (17, 15%), or reviews (11, 10%). To ensure feasibility in collating and reporting the results, the review focused on the 46 empirical intervention studies that described associations between pedagogical practices and professional identity formation learning outcomes for students.
This scoping review illustrates the range of contexts in which nursing students learn, the multidimensional nature of identity formation, as well as the breadth of pedagogical practices and learning outcomes that guide course design. The results can be used to inform future curriculum planning and to identify focused research questions to extend our understanding of evidence-based teaching practices supporting professional identity formation.
本综述的目的是确定有助于本科护理教育中专业身份形成的教学实践，并梳理这些实践中所描述的专业身份的组成部分。
采用六阶段方法框架进行范围综述，以获取一系列描述专业身份如何被概念化并融入护理课程的证据。
检索的数据库包括：Ovid MEDLINE：印刷前的Epub、在研及其他未索引引文、Ovid MEDLINE® 每日更新版和Ovid MEDLINE® 1946年至今、EBSCO CINAHL（1981年至今）、OVID PsycINFO（1806年至今）、ProQuest ERIC、ASSIA和社会学文摘。通过浏览相关文章的参考文献列表确定了其他研究。
研究团队共同设计了数据图表，并由两位共同作者使用Covidence软件独立筛选研究。采用定性内容分析法将学习成果分为专业身份的五个组成部分，这些部分与研究中确定的教学实践相关。
最初共梳理了114篇同行评议的期刊文章。文章分为干预研究（46篇，40%）、观点研究（40篇，35%）、理论论文（17篇，15%）或综述（11篇，10%）。为确保整理和报告结果的可行性，综述聚焦于46项实证干预研究，这些研究描述了教学实践与学生专业身份形成学习成果之间的关联。
本范围综述说明了护理学生学习的背景范围、身份形成的多维度性质，以及指导课程设计的教学实践和学习成果的广度。研究结果可用于为未来的课程规划提供信息，并确定重点研究问题，以扩展我们对支持专业身份形成的循证教学实践的理解。
