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Reworking professional nursing identity.

Judith MacIntosh1

  • 1Faculty of Nursing, University New Brunswick, USA.

Western Journal of Nursing Research
|October 8, 2003
PubMed
Summary
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New nurses face challenges transitioning into practice. Experienced nurses navigate professional identity development through a three-stage process, adapting to workplace realities and support systems.

Area of Science:

  • Nursing Education
  • Professional Socialization
  • Workforce Development

Background:

  • New nursing graduates often experience significant stress during their transition from education to professional practice.
  • Existing nursing education programs may not fully prepare graduates for the realities of the workplace, leading to a gap between expectations and experiences.

Purpose of the Study:

  • To explore experienced nurses' perceptions of their professional identity development.
  • To understand the process by which nurses become professionals from their own perspective.

Main Methods:

  • Grounded theory methodology was employed to explore nurses' lived experiences.
  • Data were collected and analyzed to identify patterns and themes in professional identity formation.

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Main Results:

  • Nurses experience dissonance between expectations and practice, addressing it through an iterative, three-stage process: assuming adequacy, realizing practice, and developing a reputation.
  • This process is iterative, with nurses moving through stages more quickly with each cycle.
  • Key influencing factors include personal expectations, perceived professional status, and workplace support (acceptance, assistance, advocacy).

Conclusions:

  • Professional socialization is an ongoing, dynamic process of reworking professional identity, not a one-time event.
  • Understanding this iterative process enhances knowledge of how nurses develop their professional identity.
  • Implications for nursing education and workplace support systems to ease the transition for new nurses.