Unconscious behavioral patterns in nursing student professional transitioning: A systems psychodynamic perspective

Transitioning from a nursing student to a registered nurse represents a critical stage in professional identity formation, often impacted by unconscious behaviors. Understanding these dynamics is essential for effective integration of the Personal Philosophy of Nursing (PPN) into practice. Aim The study aimed to explore and create an awareness of unconscious behaviors manifesting among fourth-year nursing students transitioning into professional practice, and its impact on their personal philosophy and emotional functioning within the clinical environment.

A collective case study design, framed within hermeneutic phenomenology and reflexive thematic analysis, was adopted to socially construct and interpret the lived experiences of nursing students navigating transition into their professional role.

The research was performed in a School of Nursing at a Canadian University.

Purposive sampling was used to extract data from a database containing 53 students who submitted their assignments to complete their Nursing Ethics and Consolidation in Nursing Practice modules, while contemplating their PPN. Consent was obtained.

The assignments were analyzed using reflexive thematic analysis (RTA). Seven core themes were developed. Systems psychodynamics (SP) provided an interpretive framework to deepen understanding of the unconscious behavior underlying these themes.

Students struggle to assume critical responsibility during preceptorship, most failing to adopt the PPN idealized as a rational, academic guide containing the benchmark of professional behavior. By combining RTA with SP, the findings highlight unconscious behaviors, such as avoidance, dependency, projection, and resistance, reflecting deeper anxieties, defenses, and relational dynamics that complicate transition into professional practice.

Most students do not process the essential properties for professional transitioning. Their lack of self-awareness causes them to react personally to patients' content, taking on and identifying with patients' projections. The study underscores the importance of integrating awareness of unconscious behaviors into nursing education to better prepare students for the complexities of the profession.