Abstract
To examine graduate students' perceptions of their nursing professional identity within the university-based educational system. A qualitative phenomenological approach was adopted involving the completion of in-depth interviews and focus groups among master's degree students in Morocco. The shift to university-based nursing education system was associated with the development of a positive self-image, sense of empowerment, and attachment to professional values in addition to role extension and involvement in research. The perceived external barriers such as negative social image, role ambiguity, and unsupportive work environments, limit the reach of the positive influence of the educational shift and may lead to doubts in integrating the clinical workspace.
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