Abstract
to understand the nurse professional identity from a vygotskian perspective and to understand its implications in the education process of nursing students. theoretical-reflexive study, based on the historical-cultural approach of Lev Seminovich Vigotski. the perspective of human cultural development defended by Vigotski can support an understanding of nurse professional identity as a complex psychological construction, which takes into account both the elements of the historical-cultural context that circumscribes the profession and the subject, as well as the set of psychological functions, developed by the subject in personal and professional relationships. Final considerations: the professional identity formation necessarily passes through the social relations that take place in formative process and it places the nursing professor in relief in the conduct of learning, which results not only in appropriations of attributes and codes, but also in students psychological development.
Highlights
In view of the contemporary challenges in the field of health, there has been a pressing need to rethink the education of nurses, in relation to the quality of formal education, and with regard to the need to empower students with the perspective of“being”(1)
It is necessary to investigate the processes related to the construction of the identity of nurses, and undergraduate training can be seen as a favorable space for this investigation(2)
The construction of the professional identity of nurses is a complex phenomenon that does not occur automatically in the subjects and that takes into account the social changes and the relationships established throughout their history(3)
Summary
In view of the contemporary challenges in the field of health, there has been a pressing need to rethink the education of nurses, in relation to the quality of formal education, and with regard to the need to empower students with the perspective of“being”(1). The construction of the professional identity of nurses is a complex phenomenon that does not occur automatically in the subjects and that takes into account the social changes and the relationships established throughout their history(3) This way, in order to rethink the paths taken in the development of the professional identity of nurses among undergraduate students and to analyze the strategies and resources that are mobilized for this purpose, it is necessary to find a way to analyze the genesis of the phenomenon, not just its surface or its psychological or social functioning. Seeking to contribute to the proposals for advances in higher education training in nursing, this reflection on the professional identity of nurses from a Vygotskian perspective of human development is proposed, with the objective of unveiling the possible implications for the field of teaching
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