Please use this identifier to cite or link to this item: https://ahro.austin.org.au/austinjspui/handle/1/34865
Title: Graduate entry nursing students' development of professional nursing self: A scoping review.
Austin Authors: McClunie-Trust, Patricia;Jarden, Rebecca J. ;Marriott, Philippa;Winnington, Rhona;Dewar, Jan;Shannon, Kay;Jones, Sophie;Jones, Virginia;Turner, Rosemary;Cochrane, Lindy;Macdiarmid, Rachel
Affiliation: Waikato Institute of Technology, Hamilton 3240, New Zealand.
Department of Nursing, University of Melbourne, Parkville, Victoria 3010, Australia.
The University of Melbourne, Parkville, Victoria 3010, Australia.
Austin Health
Auckland University of Technology, 90 Akoranga Drive, Northcote, 0627 Auckland, New Zealand.
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.
University of Otago, Christchurch 8052, New Zealand. E
The University of Melbourne, Parkville, Victoria 3010, Australia.
Auckland University of Technology, 90 Akoranga Drive, Northcote, 0627 Auckland, New Zealand.
Issue Date: 13-Dec-2023
Date: 2023
Publication information: International Journal of Nursing Studies 2023-12-13; 151
Abstract: Accelerated graduate entry nursing programmes require students to rapidly socialise to the profession. Professional identity is an important element of becoming a nurse. 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. Scoping review. Graduate entry nursing programmes. Graduate entry nursing students. 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. 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. 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. Scoping review finds professional identity development in graduate entry nursing students is rapid in accelerated preregistration degrees #belonging #connection.
URI: https://ahro.austin.org.au/austinjspui/handle/1/34865
DOI: 10.1016/j.ijnurstu.2023.104670
ORCID: 
Journal: International Journal of Nursing Studies
Start page: 104670
PubMed URL: 38215688
ISSN: 1873-491X
Type: Journal Article
Subjects: Belongingness
Graduate entry nurse
Nursing identity
Nursing student
Professional identity
Self-concept
Socialisation
Appears in Collections:Journal articles

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