Facilitators and barriers to professional identity formation among nursing students: A qualitative systematic review

This qualitative meta-synthesis aimed to systematically integrate findings on the barriers and facilitators influencing nursing students' formation of professional identity.

Professional identity formation is critical to nursing students' career commitment and retention, yet evidence on its facilitators and barriers remains fragmented across different cultural and educational contexts.

A systematic review and qualitative meta-aggregation METHODS: A systematic review and qualitative meta-aggregation were conducted following the Joanna Briggs Institute (JBI) methodology for qualitative evidence synthesis. Comprehensive searches were performed in 10 databases from inception to December 18, 2025. Reference lists included articles were also screened.

Twenty-eight qualitative studies were included. The synthesis yielded four synthesized findings: (1) Negotiating societal value and personal aspiration; (2) Navigating the dual nature of clinical practice; (3) The mediating role of pivotal relationships; and (4) The internal process of reflection and integration.

Nursing students' professional identity formation is complex, dynamic process negotiated between constraining and enabling factors across social, educational, clinical and personal dimensions. Moving it from a hidden to an explicit educational outcome requires coordinated action from educators, clinicians and policymakers to address systemic barriers and leverage key facilitators identified in this synthesis.