Abstract
Objective:to analyze the process of professional identity construction in undergraduate nursing students during their education.Method:qualitative research, anchored in the Historical-Cultural framework. Twenty-three undergraduate nursing students took part. Data were collected through individual interviews, with a semi-structured script. Thematic Analysis was used to analyze the data.Results:the following four themes were obtained, “The subject in movement to become a nurse: from previous experiences to entering the courses”; “The nursing professor in the construction of the undergraduate’s professional identity: a two-way mirror”; “Pedagogical relationship: instrument for constructing the student’s professional identity” and “Historical-cultural conditions: space for the construction of the student’s professional identity”.Conclusion:the construction of the students’ professional identity is limited to the material conditions of existence, translating appropriation to the intrapsychic scope of elements that occur, first, in the inter-psychological space of interactions. Nursing professors can become a paradoxical mirror, with one face to be imitated and the other, which materializes meanings of a model not to be followed. This construction is also influenced by the conditions of professional practice and university education.
Highlights
IntroductionNursing educators around the world share the concern that it is necessary to provide future nurses with space to construct professional identity[3], especially in training, in order to provide conditions for the subject to appropriate cultural production aspects of what it means to be and to work as a nurse at a given historical and social moment
The term professional identity in Nursing is not always clearly grounded[1]
Because, the scope of the desired macro-political transformations presupposes a critical analysis of the dynamics of micropolitics, in the concrete spaces where the training of future nurses occurs[12]. In view of these notes, this study aims to analyze the process of constructing professional identity in nurses by undergraduate nursing students during their education
Summary
Nursing educators around the world share the concern that it is necessary to provide future nurses with space to construct professional identity[3], especially in training, in order to provide conditions for the subject to appropriate cultural production aspects of what it means to be and to work as a nurse at a given historical and social moment. The construction of this identity is related, to the context of the profession, to the movements and activities of Nursing[4]. Based on Historical-Cultural Theory, it is not possible to conceive of man, and his identity, in a bipartite way and to study them in a dissociated way, that is, to seek to understand the psyche without behavior, or vice versa[6], as studies would be reduced to explanatorycausal or comprehensive-descriptive readings
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