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Nursing students' professional identity development: An integrative review
Open accessAbstract
The aim of this integrative review was to identify and synthesize current evidence of factors that influence the professional identity development of nursing students in nursing educational programs. Cinahl (EBSCO), Medline, ERIC, Embase, and PsycINFO were searched. Three different appraisal tools and the PRISMA checklist were used. The data from both quantitative and qualitative studies (19 primary studies) were analyzed by applying qualitative content analysis. The analysis revealed two main themes: a caring practice–academic partnership and support in the learning environment. The following seven sub-categories were identified: clinical supervisors, ethical competence, preparation, self-confidence, predictability and safety, structure and cooperation, reflective space and safety. Our findings indicate that clinical supervisors play a central role as role models for nursing students. The main themes with sub-themes are critical in the professional identity development of nursing students in nursing educational programs.
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“Vabo et al.'s (2022) integrative review of 19 studies confirmed that belonging, recognition by supervisors, and opportunities for reflective participation in clinical communities are the central determinants of identity formation.”
From When the algorithm enters the classroom: A critical integrative review of large language models, nursing education structural gaps, and the reconstitution of professional identity (2026) · cites this paper as Vabo et al., 2022
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Metadata
- Authors
- Vabo, G., Slettebø, Å., & Fossum, M.
- Affiliations
- University of Agder (NO)
- Corresponding author
- Vabo, Grete
- Venue
- Nordic Journal of Nursing Research
- Publisher
- SAGE Publications
- Published
- 2021-08-13
- Volume
- 42
- Issue
- 2
- Pages
- 62-75
- ISSN
- 0107-4083 (ISSN-L)
- 2057-1585
- 2057-1593
- OpenAlex
- W3194934004
- Cited by
- 121
- References
- 44
- Citations by year
- 2026: 56 · 2025: 28 · 2024: 12 · 2023: 18 · 2022: 7
- FWCI
- 10.20
- Type
- journal article
- Language
- en
- Open access
- gold
- doi.org
- Locations
- Nordic journal of nursing research (publishedVersion, cc-by)
- NORA - Norwegian Open Research Archives (submittedVersion, cc-by)
- Topics
- Health Sciences › Nursing › Research and Theory › Nursing education and management
- Health Sciences › Nursing › Leadership and Management › Healthcare Education and Workforce Issues
- Social Sciences › Education › Innovations in Medical Education
- Keywords
- professional identity formation, nursing students, nursing education, clinical supervisors, role models, learning environment, ethical competence, self-confidence, reflective practice, clinical preparation
About these checks
Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
Statistics and arithmetic are recomputed, not judged.
Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.
What counts as a claim ›How we measure confidence ›How we check this ›
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