The transformation of ambivalent professional identity of nursing students following clinical placement in China: A qualitative study from the perspectives of the "post-00s" generation.

AIM

To explore the professional identity of nursing students of the "post-00s" generation before and after clinical placement.

BACKGROUND

Clinical placement is a key step in building and rebuilding nursing students' professional identities. Professional identity is often ambivalent and dynamic; however, if ambivalent professional identity shifts towards a high level of disidentification with the occupation, professional commitment may be hampered.

DESIGN

A follow-up qualitative descriptive design was used.

METHODS

Participants were 26 students (15 female, 11 male) born between 2001 and 2003, who were recruited from a medical university in China. Semi-structured interviews were conducted at two time points: before clinical placement (T1) and after clinical placement (T2). The data were analyzed using Clarke and Braun's thematic analysis.

RESULTS

After reaching data saturation, we identified 185 codes from the interview data and obtained 13 subthemes within four main themes: ambivalent professional identity, excessive professional identity, excessive professional disidentification and changes in occupational commitment.

CONCLUSIONS

The findings highlight how the ambivalent professional identity of the "post-00s" generation of nursing students evolved before and after clinical placement. Future research should address the unique perspectives and needs of the "post-00s" generation of nursing students and help them gain positive external recognition during their placements, thereby providing professional identity support.