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Graduate entry nursing students' development of professional nursing self: A scoping review.
McClunie-Trust, Patricia; Jarden, Rebecca; Marriott, Philippa; Winnington, Rhona; Dewar, Jan; Shannon, Kay; Jones, Sophie; Jones, Virginia; Turner, Rosemary; Cochrane, Lindy; Macdiarmid, Rachel.
Afiliación
  • McClunie-Trust P; Waikato Institute of Technology, Hamilton 3240, New Zealand. Electronic address: patricia.mcclunie-trust@wintec.ac.nz.
  • Jarden R; Department of Nursing, University of Melbourne, Parkville, Victoria 3010, Australia; Austin Health, 145 Studley Road, Melbourne, Victoria, Australia. Electronic address: rebecca.jarden@unimelb.edu.au.
  • Marriott P; The University of Melbourne, Parkville, Victoria 3010, Australia. Electronic address: philippa.marriott@unimelb.edu.au.
  • Winnington R; Auckland University of Technology, 90 Akoranga Drive, Northcote, 0627 Auckland, New Zealand. Electronic address: Rhona.winnington@aut.ac.nz.
  • Dewar J; Auckland University of Technology, 90 Akoranga Drive, Northcote, 0627 Auckland, New Zealand. Electronic address: jan.dewar@aut.ac.nz.
  • Shannon K; Auckland University of Technology, 90 Akoranga Drive, Northcote, 0627 Auckland, New Zealand. Electronic address: kay.shannon@aut.ac.nz.
  • Jones S; The University of Melbourne, Parkville, Victoria 3010, Australia; Department of Clinical Haematology, The Royal Children's Hospital, Haematology Research Group, Murdoch Children's Research Institute, Melbourne, Victoria, Australia. Electronic address: sophie.jones@unimelb.edu.au.
  • Jones V; University of Otago, Christchurch 8052, New Zealand. Electronic address: virginia.jones@otago.ac.nz.
  • Turner R; The University of Melbourne, Parkville, Victoria 3010, Australia. Electronic address: rosemary.turner@unimelb.edu.au.
  • Cochrane L; The University of Melbourne, Parkville, Victoria 3010, Australia. Electronic address: lindyc@unimelb.edu.au.
  • Macdiarmid R; Auckland University of Technology, 90 Akoranga Drive, Northcote, 0627 Auckland, New Zealand. Electronic address: rachel.macdiarmid@aut.ac.nz.
Int J Nurs Stud ; 151: 104670, 2024 Mar.
Article en En | MEDLINE | ID: mdl-38215688
ABSTRACT

BACKGROUND:

Accelerated graduate entry nursing programmes require students to rapidly socialise to the profession. Professional identity is an important element of becoming a nurse.

OBJECTIVE:

This scoping review aimed to synthesise published literature reporting the development of professional identity, belongingness and self-concept as a nurse in students enrolled in a pre-registration graduate entry nursing programme.

DESIGN:

Scoping review.

SETTING:

Graduate entry nursing programmes.

PARTICIPANTS:

Graduate entry nursing students.

METHOD:

Following a pre-registered protocol, we searched electronic databases for publications investigating graduate entry nursing students' development of professional identity, belongingness and self-concept. Screening, data extraction and analysis were initially in duplicate and independent, and then by consensus.

RESULTS:

Of the 871 records identified, twenty met the inclusion criteria. Publications were from the USA, Australia, New Zealand, Canada, and the UK. We identified one overarching theme of 'professional nursing self', with four sub-themes 1) professional socialisation, 2) professional self-concept, 3) developing nursing agency, and 4) identity formation. Socialisation into nursing and belongingness to the profession occurred concurrently as students moved through their programme of learning. Due to the accelerated nature of the programmes, rapid professional socialisation was required, supported by positive relationships in the clinical setting. Strategies that enhanced belongingness and wellbeing enabled students to feel connected to the profession.

CONCLUSIONS:

The development of professional identity in graduate entry nursing students is impacted by their rapid professional transition through an accelerated programme. Students' growing sense of nursing agency is embodied in their experiences of thinking and acting as a nurse. Their previous professional identity is then reconstituted in their new graduate selves; educational programmes support this transition. TWEETABLE ABSTRACT Scoping review finds professional identity development in graduate entry nursing students is rapid in accelerated preregistration degrees #belonging #connection.
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Texto completo: 1 Colección: 01-internacional Base de datos: MEDLINE Asunto principal: Estudiantes de Enfermería / Bachillerato en Enfermería Tipo de estudio: Guideline / Prognostic_studies / Systematic_reviews Límite: Humans País/Región como asunto: America do norte Idioma: En Revista: Int J Nurs Stud Año: 2024 Tipo del documento: Article Pais de publicación: Reino Unido
Texto completo
Añadir a Mi BVS
Imprimir
XML
PubMed Links
Buscar en Google

Texto completo: 1 Colección: 01-internacional Base de datos: MEDLINE Asunto principal: Estudiantes de Enfermería / Bachillerato en Enfermería Tipo de estudio: Guideline / Prognostic_studies / Systematic_reviews Límite: Humans País/Región como asunto: America do norte Idioma: En Revista: Int J Nurs Stud Año: 2024 Tipo del documento: Article Pais de publicación: Reino Unido