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Moments That Shape Professional Identity in Prelicensure Nursing Students
Beth Ann White1, Chelsea Mellett, Paula Kustenbauder
1Author Affiliations: Ross and Carol Nese College of Nursing, The Pennsylvania State University, University Park, McVeytown, Pennsylvania (Drs White, Mellet, 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:
Professional identity (PI) has been linked to job satisfaction and retention, with research suggesting that fostering a strong PI during nursing education can help mitigate burnout and reduce turnover. However, few studies have explored how various learning experiences contribute to PI development.
Purpose:
The purpose of this study was to describe the connections between educational experiences and PI.
Method:
An open-ended prompt was disseminated to prelicensure nursing students. Participants described an experience that connected them to their PI. Thematic analysis was used to analyze responses and identify key themes.
Results:
Four main themes emerged as influential in PI development: relationships, confidence, autonomy, and hinge moments. Positive relationships with patients, preceptors, and colleagues were identified as critical in strengthening PI. Clinical and classroom experiences that boosted confidence and autonomy were also essential. Hinge moments, such as meaningful patient interactions or significant clinical events, were pivotal in shaping students' PI.
Conclusion:
Findings identified key factors that shape PI, emphasizing the need for hands-on learning experiences such as simulations and early clinical exposure.
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