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Becoming a Nurse: Professional Identity in Prelicensure Nursing Students
Chelsea Mellett1, Beth Ann White, Paula Kustenbauder
1Author Affiliations: Ross and Carol Nese College of Nursing, The Pennsylvania State University, University Park, Pennsylvania (Drs Mellett, White, and Berish); Ross and Carol Nese College of Nursing, The Pennsylvania State University, Altoona, Pennsylvania (Dr Kustenbauder); Ross and Carol Nese College of Nursing, The Pennsylvania State University, Schuylkill Haven, Pennsylvania (Dr Adam); Ross and Carol Nese College of Nursing, The Pennsylvania State University, Sharon, Pennsylvania (Dr Nagy); and Schreyer Institute for Teaching Excellence, The Pennsylvania State University, State College, Pennsylvania (Dr Cruz).
Background:
A correlation exists between professional identity (PI), hope, and job satisfaction that warrants interventional measures to reverse nurse turnover. Developing, nurturing, and improving nurses' PI can positively address nurse turnover.
Purpose:
The purpose of this study was to examine the intersections between career motivation, PI formation, and belongingness in prelicensure nursing students.
Methods:
As part of a larger mixed-methods study, a quantitative survey was disseminated to students.
Results:
Findings suggest significant connections between the depth of perceived PI, motivation to enter the field, and future orientation(s) that are mediated through classroom instruction. PI was shaped by student relationships, confidence, and autonomy.
Conclusions:
Findings underscore the importance of academic intentionality in incorporating PI early in nursing education. Prioritizing quality bedside experiences to develop meaningful relationships while simultaneously increasing confidence and autonomy to assist the nursing student in connecting with their PI is key.
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