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The impact of university-based education on nursing professional identity: a qualitative examination of students’ experiences

  • Nada Ammari EMAIL logo und Abdellah Gantare
Veröffentlicht/Copyright: 26. Juni 2023
International Journal of Nursing Education Scholarship
Aus der Zeitschrift International Journal of Nursing Education Scholarship Band 20 Heft 1

Abstract

Objectives

To examine graduate students’ perceptions of their nursing professional identity within the university-based educational system.

Methods

A qualitative phenomenological approach was adopted involving the completion of in-depth interviews and focus groups among master’s degree students in Morocco.

Results

The shift to university-based nursing education system was associated with the development of a positive self-image, sense of empowerment, and attachment to professional values in addition to role extension and involvement in research.

Conclusions

The perceived external barriers such as negative social image, role ambiguity, and unsupportive work environments, limit the reach of the positive influence of the educational shift and may lead to doubts in integrating the clinical workspace.

Keywords: nursing midwifery; professional identity; professional values; university-based education
Corresponding author: Nada Ammari, Hassan First University of Settat, Higher Institute of Health Sciences, Laboratory of Health Sciences and Technologies, Settat, Morocco, Phone: +212 671565807, E-mail:

Acknowledgments

The authors would like to express gratitude to all the participants for their valuable contribution to this study. The first author acknowledges the National Center for Scientific and Technical Research (CNRST) of Morocco for its financial support through its excellence scholarship.

  1. Research funding: None declared. This research did not receive any specific grant from any funding agencies in the public, commercial, or not-for-profit sectors

  2. Author contributions: All authors have accepted responsibility for the entire content of this manuscript and approved its submission.

  3. Competing interests: Authors state no conflict of interest.

  4. Informed consent: Informed consent was obtained from all individuals included in this study participants were informed of the purpose of the study and expressed voluntary consent to their participation in the research and the audio recordings of the interviews and focus groups. Participants were informed that they could access the written transcripts as well as withdraw their consent anytime during or after the realization of the interview or focus group. Participant anonymity was respected and signifiers within transcripts that may direct to the identity of participants were removed such as specific names of persons, areas, or locations.

  5. Ethical approval: The research related to human use has complied with the relevant national regulations, institutional policies, and in accordance with tenets of the Helsinki declaration, and has been approved by the authors institutional review board or equivalent comittee.

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Received: 2022-08-14
Accepted: 2023-06-05
Published Online: 2023-06-26

© 2023 Walter de Gruyter GmbH, Berlin/Boston

Artikel in diesem Heft

  1. Literature Reviews
  2. Factors associated with mental health among undergraduate nursing students early in the COVID-19 pandemic: an integrative review
  3. Experiences of new tenure-track PhD-prepared faculty: a scoping review
  4. A systematic review of videoconferencing in health professions education: the digital divide revisited in the COVID-19 era
  5. Research Articles
  6. Effectiveness of educational video on standardized nursing language for nursing home nurses
  7. Exploring entry pathways towards nurse practitioner program admissions: a rapid review
  8. Online learning challenges as experienced by nursing students during the COVID-19 pandemic at a higher education institution in Gauteng, South Africa
  9. Clinical judgment in new nurse graduates: identifying the gaps
  10. Metacognition and learning transfer under uncertainty
  11. Perceived knowledge on the ICNP© in undergraduate nursing students: the development of a scale
  12. Psychometric evaluation of critical incident video instruments for nursing education
  13. Understanding the impostor phenomenon in graduate nursing students
  14. E-learning modules to enhance student nurses’ perceptions of older people: a single group pre-post quasi-experimental study
  15. Self-perceived competence and its related factors in nursing students at graduation: the role of self-efficacy
  16. Stress, depression, and anxiety among undergraduate nursing students in the time of a pandemic
  17. Decision-based learning for teaching arterial blood gas analysis
  18. The impact of university-based education on nursing professional identity: a qualitative examination of students’ experiences
  19. “You have to strive very hard to prove yourself”: experiences of Black nursing students in a Western Canadian province
  20. Stressors and learned resourcefulness in baccalaureate nursing students: a longitudinal study
  21. Faculty experiences of teaching internationally educated nurses: a qualitative study
  22. Changes in grit and psychological capital at the time of major crisis: nursing students’ perseverance, resources, and resilience
  23. Improving practicing nurses’ knowledge of the cognitive impairment, continence, and mobility needs of older people
  24. A multi-layered approach to developing academic written communication skills for nursing students
  25. Jordanian nursing students’ engagement and satisfaction with e-learning during COVID-19 pandemic
  26. Barriers and facilitators to enrolling in nursing programs as perceived by male students: a qualitative study in the United Arab Emirates
  27. Nursing students’ achievement emotions in association with clinical practicums and alternative learning
  28. A multisite transition to nursing program: an innovative approach to facilitate incoming nursing students’ academic success
  29. Understanding the student’s experience of community health nursing simulations
  30. Collaborative online international learning in undergraduate nursing education: from inspiration to impact
  31. Educational Process, Issue, Trend
  32. Implementing an LGBTQ+ interprofessional simulation with undergraduate nursing students
  33. Dialogues on nursing curriculum and pedagogy: a critical planning activity for global educational collaboration
  34. Understanding poverty through virtual simulation: implications for student clinical practice
  35. Engaging the creative heArts of nurse educators: a novel conceptual model
  36. Resilience in nursing education: an evolutionary concept analysis
  37. A review and comparison of post registration midwifery curriculum in Sri Lanka with global standards
  38. Steps toward a resilient future nurse workforce
  39. Perspectives of student incivility in the online learning environment and social media platforms
  40. Development and implementation of a novel peer mentoring program for undergraduate nursing students
https://doi.org/10.1515/ijnes-2022-0086
Schlagwörter für diesen Artikel
nursing midwifery; professional identity; professional values; university-based education

Artikel in diesem Heft

  1. Literature Reviews
  2. Factors associated with mental health among undergraduate nursing students early in the COVID-19 pandemic: an integrative review
  3. Experiences of new tenure-track PhD-prepared faculty: a scoping review
  4. A systematic review of videoconferencing in health professions education: the digital divide revisited in the COVID-19 era
  5. Research Articles
  6. Effectiveness of educational video on standardized nursing language for nursing home nurses
  7. Exploring entry pathways towards nurse practitioner program admissions: a rapid review
  8. Online learning challenges as experienced by nursing students during the COVID-19 pandemic at a higher education institution in Gauteng, South Africa
  9. Clinical judgment in new nurse graduates: identifying the gaps
  10. Metacognition and learning transfer under uncertainty
  11. Perceived knowledge on the ICNP© in undergraduate nursing students: the development of a scale
  12. Psychometric evaluation of critical incident video instruments for nursing education
  13. Understanding the impostor phenomenon in graduate nursing students
  14. E-learning modules to enhance student nurses’ perceptions of older people: a single group pre-post quasi-experimental study
  15. Self-perceived competence and its related factors in nursing students at graduation: the role of self-efficacy
  16. Stress, depression, and anxiety among undergraduate nursing students in the time of a pandemic
  17. Decision-based learning for teaching arterial blood gas analysis
  18. The impact of university-based education on nursing professional identity: a qualitative examination of students’ experiences
  19. “You have to strive very hard to prove yourself”: experiences of Black nursing students in a Western Canadian province
  20. Stressors and learned resourcefulness in baccalaureate nursing students: a longitudinal study
  21. Faculty experiences of teaching internationally educated nurses: a qualitative study
  22. Changes in grit and psychological capital at the time of major crisis: nursing students’ perseverance, resources, and resilience
  23. Improving practicing nurses’ knowledge of the cognitive impairment, continence, and mobility needs of older people
  24. A multi-layered approach to developing academic written communication skills for nursing students
  25. Jordanian nursing students’ engagement and satisfaction with e-learning during COVID-19 pandemic
  26. Barriers and facilitators to enrolling in nursing programs as perceived by male students: a qualitative study in the United Arab Emirates
  27. Nursing students’ achievement emotions in association with clinical practicums and alternative learning
  28. A multisite transition to nursing program: an innovative approach to facilitate incoming nursing students’ academic success
  29. Understanding the student’s experience of community health nursing simulations
  30. Collaborative online international learning in undergraduate nursing education: from inspiration to impact
  31. Educational Process, Issue, Trend
  32. Implementing an LGBTQ+ interprofessional simulation with undergraduate nursing students
  33. Dialogues on nursing curriculum and pedagogy: a critical planning activity for global educational collaboration
  34. Understanding poverty through virtual simulation: implications for student clinical practice
  35. Engaging the creative heArts of nurse educators: a novel conceptual model
  36. Resilience in nursing education: an evolutionary concept analysis
  37. A review and comparison of post registration midwifery curriculum in Sri Lanka with global standards
  38. Steps toward a resilient future nurse workforce
  39. Perspectives of student incivility in the online learning environment and social media platforms
  40. Development and implementation of a novel peer mentoring program for undergraduate nursing students
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