J Nurs Educ. 2021 Feb 1;60(2):74-80. doi: 10.3928/01484834-20210120-04.
This research examines the meaning of nursing professional identity development from the perspectives of both associate degree nursing students and baccalaureate degree nursing students in their final semester. It provides insight into the student's understanding of nursing professional identity and the factors students identified as supporting or detracting from it.
Participants were guided through individual interviews using semistructured interview questions and later invited to focus groups with other students to clarify and elaborate on previous comments.
Results demonstrated both groups shared many descriptions of what it means to be a nursing professional, including knowledge, caring, team-work, and integrity. Good communication, confidence, competence, critical thinking, advocacy, and leadership were concepts the participants frequently used to describe the professional nurse.
This research helps to further the understanding of this significant topic in nursing education and to serve as a basis for student activities that help foster nursing professional identity formation. [J Nurs Educ. 2021;60(2):74-80.].
本研究从大专护理学生和本科护理学生最后一个学期的角度出发，考察了护理专业身份发展的意义。它深入了解了学生对护理专业身份的理解，以及学生认为支持或阻碍其发展的因素。
参与者通过半结构化访谈问题进行了个人访谈，之后被邀请参加与其他学生的焦点小组，以澄清和详细说明之前的评论。
结果表明，两个组都对成为护理专业人员的含义有许多描述，包括知识、关怀、团队合作和正直。良好的沟通、信心、能力、批判性思维、倡导和领导力是参与者经常用来描述专业护士的概念。
这项研究有助于进一步理解护理教育中的这一重要主题，并为有助于培养护理专业身份形成的学生活动提供基础。[J Nurs Educ. 2021;60(2):74-80.]。
