Score Of Professional Identity Research Articles

Perceived professional preparedness and identity among senior nursing students: a latent profile Analysis

BackgroundSenior nursing students’ perceptions of their professional preparedness help them for expectations of their future nursing role with more confidence, and professional identity may contribute to cultivating nursing students’ perceptions of professional preparedness. In this study we applied latent profile analysis to identify the latent profiles of perceived professional preparedness among senior nursing students and to examine their identity and predictors.MethodsThis was a cross-sectional descriptive study. A total of 319 senior nursing students from five universities in China were enrolled. Data were collected using the Perceived Professional Preparedness of Senior Nursing Students’ Questionnaire and the Professional Identity Scale for Nursing Students.ResultsThree latent profiles were identified and labeled as “low perceived professional preparedness” (n = 90, 28.2%), “low clinical competency-low EBP (Evidence-Based Practice)” (n = 190, 59.5%), and “high perceived professional preparedness” (n = 39, 12.2%). Place of residence, average clinical practicum hours per day, part-time experience, good relationships with classmates, and feeling nobility toward nursing due to COVID-19 significantly predicted profile membership. The average professional identity score was also statistically different across the three profiles (F = 54.69, p < 0.001).ConclusionsSenior nursing students’ perceptions of their professional preparedness were divided into three profiles, and out results show that promoting professional identity may effectively foster their perceived professional preparedness. This study therefore highlights the importance of targeted interventions by considering their distinct perceptions of professional preparedness patterns.

Implementation and effectiveness of a nurse navigation programme based on noddings' care theory in first-year undergraduate nursing students for professional identity and career planning: A quasi-experimental study

AimsDevelopment and evaluation of the effectiveness of a Nurse Navigation programme based on Noddings' Care theory on two dependent variables which were professional identity and career planning among first-year undergraduate nursing students. BackgroundFirst-year undergraduate nursing students generally have a low sense of professional identity and career planning, resulting in a loss of nursing power after graduation. Implemention of a Nurse Navigation program based on Noddings' Care theory may be potentially useful in cultivating their professional identity and career planning. DesignA quasi-experimental study. MethodsA convenience sample of 122 first-year undergraduate nursing students from two medical universities was recruited between September 2021 and June 2022. Students in the experimental group (n = 63) participated in the Nurse Navigation programme based on Noddings' Care theory, which contained four core components, spreading over 50 lessons. Those in the control group (n = 59) underwent a traditional training programme with five components across 44 lessons. The two groups were compared in terms of their level of professional identity by Professional identity questionnaire for nurse students (PIQNS) and career planning by Career planning questionnaire (CPQ) after the training using the t-test. ResultsThe mean score of professional identity in the experimental group increased significantly from 51.02 ± 8.46 at baseline to 58.02 ± 8.81 after the intervention (p < 0.001), with a large effect size (Cohen's d=0.810). Also, this post-intervention score was statistically significantly higher than that (52.86 ± 9.27) in the control group (p = 0.002), with a medium effect size (Cohen's d=0.571). The mean score of career planning in the experimental group increased significantly from 81.76 ± 9.86 at baseline to 94.52 ± 10.81 after the intervention (p < 0.001), with a large effect size (Cohen's d = 1.233). Also, this post-intervention score was statistically significantly higher than that (88.25 ± 9.30) in the control group (p < 0.001), with a medium effect size (Cohen's d=0.623). ConclusionsThe Nurse Navigation programme based on Noddings' Care theory showed effectiveness in enhancing professional identity and career planning among first-year undergraduate nursing students in China. Further rigorous studies are needed to examine its effectiveness and long-term impacts on these students.

Exploring professional identity and its predictors in health profession students and healthcare practitioners in Saudi Arabia.

The government of Saudi Arabia is making significant efforts to improve the quality of health education and healthcare services. Professional identity has been linked to the quality of healthcare services provided by practitioners, however, data concerning the professional identity of health profession students (HPS) and healthcare practitioners (HCP) are still lacking in Saudi Arabia. The current study aimed to assess the level of professional identity in HPS and HCP in Saudi Arabia and to investigate its predictors. Cross-sectional data were collected from 185 HPS and 219 HCP in Saudi Arabia using river sampling technique. Data related to the sample characteristics were collected; an adapted version of the Macleod Clark Professional Identity Scale was utilized to collect data about the level of professional identity. Total score of professional identity was later calculated for each participant. Median professional identity scores for HPS and HCP were 38.0 (34.0-41.0) and 41.0 (37.0-43.0), respectively, out of 45. Significantly higher median professional identity score was found among HCP as compared to HPS (p <0.001). Data obtained from the multiple linear regression analysis, using the backward elimination method technique indicated that only working status (HPS vs. HCP) significantly predicted the professional identity score in all models performed. In conclusion, high levels of professional identity were reported among HCP and HPS in Saudi Arabia. Changes related to professional identity should be monitored in public and private educational and healthcare organizations to enhance the quality of healthcare services provided in the country.

A study on the impact of life meaning on occupational identity of nursing students in China:a cross-sectional study

BackgroundWith the alterations of the Chinese epidemic prevention policy, China experienced a nationwide wave of the Coronavirus disease 2019 (COVID-19) pandemic from December 2022 to January 2023.The impact of the COVID-19 pandemic extends beyond individual perceptions of the meaning of life and attitudes toward life and death; it also affects the professional identity of nursing students.This study explored nursing students’ professional identity and life meaning of affected by the pandemic.MethodsAn online survey was conducted using the Chinese version of the Nursing Student Career Identity Scale and the Chinese version of the Meaning in Life Questionnaire to assess the current status of nursing students’ professional identity and sense of life meaning. Data were also collected on participant gender, education, clinical practice experience, and COVID-19 infection.ResultsThe scores for nursing students’ sense of professional identity (61.58 ± 16.16) and sense of life meaning (45.29 ± 12.65) were both at an intermediate level. Compared to the scores before the COVID-19 pandemic, Chinese nursing students’ professional identity scores increased, while their sense of life meaning scores decreased. Moreover, we found a positive correlation between professional identity and sense of life meaning (p < 0.001); nursing students exhibited a stronger professional identity when they had a relatively higher sense of life meaning than those with a relatively lower sense of life meaning.ConclusionEnhancing nursing students’ sense of meaning in life is crucial for maintaining their professional identity. Attention should be given to life education for nursing students and the development of relevant educational curricula.

Relationship Between Social Media Use and Professional Identity Development Among Undergraduate Nursing Students

Objective: To assess the relationship between social media usage by undergraduate nursing students and the development of their professional identity.&#x0D; Methodology: Cross-sectional study was conducted at people’s Nursing School, LUMHS, Jamshoro during the period of May 15,2023 to June 10,2023. A questionnaire was adopted form Muna Alharbi et.al, study conducted at Saudi Arabia, was distributed to 162 students to collect data. Descriptive analysis, including frequencies, percentages, and medians, was performed, along with non-parametric tests to examine relationships in the questions.&#x0D; Results: Out of 162 participants, the majority had high or very high professional identity levels (48.8% and 37.0% respectively). Those who used social media for education had higher professional identity scores (p = 0.001), and participants with more years of study also had higher scores (p = 0.028). Hours of social media use (3 to 5.5 hours) were significantly related to professional identity scores (p=0.029).&#x0D; Conclusions: Social media has a positive impact on the development of professional identity among undergraduate nursing students. However, nursing education has been slow to integrate social media into curricula. Students need guidance on using social media for professional growth.

The potential influences of professional identity for undergraduate nursing students during the COVID-19 pandemic: A cross-sectional study.

We aimed to investigate the level of undergraduate nursing students' professional identity (PI) during the COVID-19 pandemic and its potential influences. This cross-sectional study included 742 undergraduate nursing students from Chengdu Medical College. Basic demographics, personal characteristics and PI score were collected. Chi-squared test, one-way analysis of variance, and multivariable logistic regression analysis were used to analyze the data. In the classes of 2019, 2020, and 2021, the PI score was 96.85 ± 18.26, 105.37 ± 17.46, 106.67 ± 22.08 (P < .001). PI score was the independent predictive factor for both "want to be a nurse" and "willingness to serve during COVID-19 or other pandemics". PI contributes greatly to nursing students' willingness to be a nurse and overcome pandemics. The challenge of culturing PI during COVID-19 pandemic revealed the necessity of developing individual management strategies for nursing education.

포스트 코로나 시대 보건계열 대학생의 전공 선택 동기와 전문직 정체성과의 관계: 일의 의미 매개효과

Objectives The purpose of this study was conducted to estimate the mediating effect of the meaning of work in&#x0D; the relationship between the major selection motivation and professional identity of undergraduate healthcare&#x0D; students in the post-COVID-19 era.&#x0D; Methods Data was collected using web-based questionnaires from April 10 to April 30, 2023. The data of 155 undergraduate&#x0D; helthcare students was analyzed using hierarchical multiple regression.&#x0D; Results The study found that the average score of professional identity among participants was 3.24 points.&#x0D; Moreover, intrinsic factor (r=.37, p&lt;.001) and external factor of major selection motivation (r=.27, p=.001) and the&#x0D; meaning of work (r=.60, p&lt;.001) showed a positive correlation with professional identity, respectively. Furthermore,&#x0D; meaning of work showed a complete mediating effect respectively (Boot LLCI=.04, Boot ULCI=.11, Boot LLCI=.05,&#x0D; Boot ULCI=.12) on the relationship between internal and external factors of the major selection motivation and&#x0D; professional identity.&#x0D; Conclusions Providing timely helthcare curriculum is necessary for enhancing meaning of work, which could promote&#x0D; professional identity among undergraduate helthcare students.

Factors Influencing Professional Identity of Psychiatric Nurses as Second Victims: A Cross-Sectional Study.

The current study aimed to explore the status and influencing factors of professional identity among psychiatric nurses as second victims in China by using a cross-sectional design. We investigated 291 psychiatric nurses from two psychiatric hospitals. Participants were asked to complete a demographic questionnaire, Second Victim Experience and Support Scale, Multidimensional Health Locus of Control Scale, and Professional Identity Scale for Nurses. Scores of professional identity of psychiatric nurses as second victims were moderate. Regression analysis showed that the second victim experience and support and internal control were significant predictors, explaining 34.2% of the variance in professional identity. Identifying risk factors related to the professional identity of psychiatric nurses as second victims will help managers take timely preventive measures to improve the awareness of the self-health responsibility of psychiatric nurses and reduce the adverse effects of patient safety incidents to enhance their professional identity. [Journal of Psychosocial Nursing and Mental Health Services, 61(12), 47-54.].

Factors associated with professional identity among ICU nurses during COVID-19: A cross-sectional study.

To determine the associated factors of professional identity among intensive care unit (ICU) nurses during the COVID-19 pandemic in China. Multicentre cross-sectional study. This study invited 348 ICU nurses in five hospitals in China from May to July 2020. Online self-report questionnaires were adopted to collect their demographic and occupational characteristics, perceived professional benefits and professional identity. Based on univariate and multiple linear regression analysis, a path analysis was performed to determine the associated factors' effects on professional identity. The mean score of professional identity was 102.38 ± 16.46. Perceived professional benefits, doctor recognition level and family support level were associated with ICU nurses' professional identity. The path analysis revealed that perceived professional benefits and doctor recognition level had direct effects on professional identity. In addition, doctor recognition level and family support level had indirect effects on professional identity through the mediation of perceived professional benefits.

Subgroups of self-directed learning ability and their differences in professional identity among nursing undergraduates during the COVID-19 pandemic: a latent profile analysis

BackgroundPromoting self-directed learning (SDL) among nursing undergraduates is crucial to meet the new requirements of the healthcare system and to adapt to online learning contexts during the COVID-19 pandemic. Therefore, identifying the classification features of SDL ability and developing targeted interventions are both critical. Professional identity (PI) may contribute to the cultivation of SDL ability, but their relationship remains relatively unknown. This study aimed to explore the subgroups of SDL ability and their differences in PI among nursing undergraduates during the COVID-19 pandemic.MethodsA total of 2438 nursing undergraduates at four universities in China were enrolled in this cross-sectional study from November 2021 to February 2022. The Self-Directed Learning Scale of Nursing Undergraduates (SLSNU) and the Professional Identity Scale for Nursing Students (PISNS) were administered. A latent profile analysis was performed to explore SDL ability latent profiles. Multinomial logistic regression analysis was conducted to examine the predictors of profile membership, and a one-way analysis of variance was applied to compare the PI scores in each latent profile.ResultsThree latent profiles were identified and labeled ‘low SDL ability’ (n = 749, 30.7%), ‘low initiative of help-seeking’ (n = 1325, 54.4%) and ‘high SDL ability’ (n = 364, 14.9%). Multinomial logistic regression analysis suggested that nursing undergraduates who voluntarily chose a nursing major, had served as a student cadre, and had participated in clinical practicum were less likely to be included in the “low SDL ability” group. The average PI score was statistically different across the three profiles (F = 884.40, p < 0.001).ConclusionThe SDL ability among nursing undergraduates was divided into three profiles, and results show that promoting PI may effectively foster SDL ability. This study highlights the importance of targeted interventions by considering their distinct SDL ability patterns, especially during the COVID-19 pandemic.

Readiness for Interprofessional Education Among Health Profession Students in a University in the United Arab Emirates.

Inter-Professional Education (IPE) is an educational engagement between students from two or more professions possibly leading to better collaboration among them in the future workplace. Several organizations have advocated, developed, and updated guidelines for IPE. This study was aimed at assessing the medical, dental, and pharmacy students' readiness toward interprofessional education (IPE), and to identify the association between readiness and the demographic profile of students in a university in the United Arab Emirates (UAE). A cross-sectional questionnaire-based exploratory study involving 215 medical, dental, and pharmacy students at Ajman University, UAE, using convenience sampling. The survey questionnaire (Readiness for Interprofessional Learning Scale, RIPLS) had a total of 19 statements. The first 9 items were related to "teamwork and collaboration", items 10-16 were related to "professional identity", and the remaining three (items 17-19) were related to "roles and responsibilities". The individual statements' median (IQR) scores were calculated and the total scores were compared with the demographic characteristics of the respondents with suitable non-parametric tests at alpha=0.05. Altogether, 215 undergraduate students (medical (n= 35)), pharmacy (n=105), and dental (n=75) responded to the survey. The median (IQR) score for the 19 individual statements was '5 (4-5)' for 12 of the statements. The total scores and domain-specific scores (teamworkand collaboration, professional identity, and roles and responsibilities) according to respondents' demography showed significant differences only in the case of the educational stream with professionalidentity score (p=<0.001), and the total RIPLS score (p=0.024). Further, post hoc pairwise comparison showed a significant difference between medicine-pharmacy (p<0.001), and dentistry-medicine (p=0.009), for professional identity, and medicine-pharmacy (p=0.020) for the total RIPLS score. A high readiness score among students offers the possibility of conducting IPE modules. A favorable attitude can be considered by curriculum planners while initiating IPE sessions.

An online 5-week professional identity program for nursing student in clinical rotation practice during the first wave of COVID-19 pandemic: A two-arm randomized trial.

Development and evaluation of the effectiveness of an online 5-week professional identity program among nursing students in clinical internship practice during the COVID-19 restrictions. Nurse professional identity is a strong predictor of career commitment. Clinical internship practice is a key stage when nursing students build and rebuild their professional identity. Meanwhile, the COVID-19 restrictions has strongly influenced the professional identity of nursing students as well as nursing education. A well-designed online professional identity program may contribute to nursing students who are in clinical internship practice developing positive professional identity during the COVID-19 restrictions. The study was a two-armed, randomised, controlled trial conducted and reported based on Consolidated Standards of Reporting Trials (CONSORT) 2010 guidelines. A total of 111 nursing students undergoing clinical internship were randomised into an intervention group and a control group. The five-weekly session intervention was developed based on social identity theory and career self-efficacy theory. The primary outcomes were professional identity and professional self-efficacy and the second outcome was stress. Qualitative feedback was analysed by thematic analysis. Outcomes were assessed before and after the intervention and analysed using an intention-to-treat principle. The generalised linear model showed that group-by-time effects were significant for the total score of professional identity and three factors of professional self-image, social comparison and self-reflection and independence of career choice, with small effect sizes (Cohen's d from 0.38 to 0.48). Only one factor of the capacity of information collection and planning in professional self-efficacy was significant (Wald χ2 =0.4.82, P<0.01) with a medium effect size (Cohen d=0.73). The group effect, time effect and group-by-time effect of stress were not significant. Three themes were: 'Gaining in professional identity, self-recognition and peer belonging'; 'Content, self-motivation and intervenor as participation facilitators'; and 'Combining offline and courses, setting group rules and building mutual trust as recommendations'. The online 5-week professional identity program effectively promoted the development of professional identity and the capacity for information collection and career planning but did not significantly relieve pressure during the internship.

Construction and application of enhanced recovery after surgery-optimized management system with nurse-led multidisciplinary cooperation.

To evaluate the effect of enhanced recovery after surgery (ERAS)-optimized management system with nurse-led multidisciplinary cooperation. A quasi-experimental design. Nursing department cooperated with medical and clinical department to establish anERAS-optimized management system. After the system was developed, it was applied in surgical departments of the hospital. Using convenience sampling, 220 selective surgical patients, 82 nurses and 98 doctors from January 1st, 2021 to July 31st, 2021 were selected as the trial group. 220 selective surgical patients, 82 nurses and 98 doctors were selected as the control group from January 1st, 2020 to July 31st, 2020. ERAS observation indicators were compared between the two groups before and 6months after implementation. The nurse professional identity scores and satisfaction of medical cooperation scores of the two groups at different time points were analysed by repeated analysis of variance. After the implementation, ERAS observation indicators in the trial group were better than the control group (p< 0.05). There were significant differences in the group main effect, time main effect and interaction effect of nurse professional identity scores, satisfaction of medical cooperation scores and scores in all dimensions between the two groups (p< 0.05). The scores of the experimental group at 3months and 6months after implementation were better than those of the control group (p< 0.05). Enhanced recovery after surgery-optimized management system with nurse-led multidisciplinary cooperation was an effective working method. It could promote patients recovery and enhance nurse professional identity.

The mediating effect of psychological resilience on empathy and professional identity of Chinese nursing students: A structural equation model analysis.

Previous studies have shown that empathy has a positive impact on the professional identity of nursing students. And developing psychological resilience can improve the professional identity of nursing students. However, studies investigating the mechanism of the relationship between empathy and psychological resilience on professional identity remain few. Among Chinese nursing students, we sought to determine whether psychological resilience mediates the association between empathy and professional identity. A total of 495 undergraduate and postgraduate nursing students in a medical university nursing college in Hefei were investigated by demographic data questionnaire, nursing students' empathy scale, nursing students' professional identity questionnaire, and psychological resilience questionnaire. Structural equation modeling was used to analyze the mediating effect of psychological resilience between empathy and the professional identity of nursing students. The total score of professional identity of nursing students was 57.07±10.38. Psychological resilience (r=0.316, P<0.01) and professional identity (r=0.313, P<0.01) both had positive correlations with empathy, respectively. Additionally, there was a strong correlation between psychological resilience and professional identity (r=0.488, P<0.01). Empathy had an indirect effect on professional identity through psychological resilience, with a direct effect of 0.256 and an indirect effect of 0.145, and the indirect effect accounted for 36.16% of the total effect. Nursing educators should pay attention to the cultivation of empathy ability and psychological resilience to enhance nursing students' professional identity.

Effects of Instructional and Non-Instructional Tasks on the Workloads of Classroom Teachers in a Vocational College in China

This study discusses the current situation of professional identity of early childhood education students in colleges from three aspects: professional cognition, professional attitude and emotion, and professional behaviour, and tries to understand the influencing factors of professional identity, including personal information, scholastic performance, etc. The study determined the relationship between the professional identity with the scholastic performance of the prospective early childhood education teachers. Results show that scholastic performance is significantly and positively correlated with the total professional identity score and its three dimensions.

Impact of the nurse-related information through social media use on undergraduate nursing students’ professional identity in nursing: A mixed-methods study

AimTo understand the impact of nurse-related information, through social media usage on undergraduate nursing students’ professional identity. BackgroundPrevious research has addressed professional knowledge and practice that affect the development of undergraduate nursing students’ professional identities. As an increasingly crucial factor in the internet age, social media needs to be explored in-depth for its influence on the professional identity in nursing. DesignSequential explanatory mixed method was used in this study. MethodsIn this quantitative study, participants (N = 698) completed an e-questionnaire survey between June and July of 2020. The relationship between main variables was analyzed by linear regression using SPSS 20.0. Then, face-to-face semi-structured and audio-recorded interviews were carried out among participants (N = 16) between January and March of 2021. ResultsThe quantitative findings indicated that the mean score of professional identity was 93.07 ± 11.96 in participants. The results of the linear regression showed that the year in school, whether nursing was the first choice, online time per day, frequency of reading official accounts related nursing on WeChat and appraisal of the online nurse-related information and so on explained 49.0 % of the variance in professional identity. Four major themes emerged from the qualitative study: 1) increased concern; 2) few and non-professional information; 3) encouraged by positive information; 4) limited impact of negative information. ConclusionsNurse-related information on social media has the potential to have an impact on undergraduate nursing students’ professional identity. Nursing educators should guide undergraduate nursing students to use social media appropriately and assist them in developing their professional identity with it.

Scholastic Performance and Professional Identity of Prospective Early Childhood Education Teachers

This study discusses the current situation of professional identity of early childhood education students in colleges From three aspects: professional cognition, professional attitude and emotion, and professional behaviour, and tries to understand the influencing factors of professional identity, including personal information, scholastic performance, etc. The study determined the relationship between the professional identities with the scholastic performance of the prospective early childhood education teachers. Results show that scholastic performance is significantly and positively correlated with the total professional identity score.

A transition programme to enhance ICU new graduate nurses' professional identity and intention to remain employed: A pre- and postevaluation.

To investigate the effect of a transition programme including cognitive-behaviour-based preceptorship intervention on ICU new graduate nurses' (NGNs)' professional identity and their intention to remain employed. One-arm pre- and post-test design followed the TREND Statement. NGNs' professional identity and intention to remain employed were measured at baseline (T1), postintervention (1month, T2) and 6-month follow-up (T3). Fifty-three NGNs completed the programme, and their professional identity score significantly increased postintervention [from 111.5 (SD=16.72) at T1 to 114.2 (SD=9.12) at T2, p < 0.05], but decreased at T3 [105.8 (SD=9.44) compared with T1 and T2, p < 0.05]. There was no significant difference in ICU NGNs' intention of remain employed outcomes at three time points (p > 0.05). The transition programme was effective to improve ICU NGNs' professional identity immediately after the intervention, but the increment did not maintain at the 6-month follow-up.

An Empirical Study of the Impact of Psychological Capital on Professional Identity of Ideological and Political Teachers in Colleges and Universities

This study aimed to explore the effect of psychological capital on the professional identity of ideological and political teachers in colleges and universities,and the current situation of psychological capital and professional identity.A total of 793 ideological and political teachers from 11 colleges and universities were surveyed with the Psychological Capital Scale and Professional Identity Scale.The results were as follows: The total score of psychological capital and the four dimensions of self-efficacy,hope,resilience and optimism of ideological and political teachers in Colleges and Universities are at high levels.The total score of professional identity and the four dimensions of role values,professional behavior. tendency,professional values,and professional sense of belonging of ideological and political teachers in Colleges and Universities are at high levels.For ideological and political teachers in colleges and universities,self-efficacy,hope,and optimism positively predict professional identity.The results provided a theoretical basis for enhancing the professional identity of ideological and political teachers in colleges and universities.

Research on the Relationship Model between Professional Identity and Life Meaning of Clinical Medical Freshmen based on Artificial Intelligence Medical Image Detection.

Objective To understand the current situation of professional identity and life significance of clinical medical freshmen in a university in Xinjiang, analyze its influencing factors, find out the influencing factors and causes, and intervene and improve them. Provide the public with better medical and health management services, so that people can independently and effectively predict and prevent diseases; at the same time, it can also guide people to make more correct and wise choices in uncomfortable situations. Methods A questionnaire survey was conducted on 793 freshmen majoring in clinical medicine with the college students' professional identity questionnaire and the Chinese version of the meaning in life scale (C-MLQ). Results The freshmen total score of professional identity was (97.48 ± 12.21). The total score of meaning in life was (53.26 ± 7.15), and the meaning in life and the professional identity were significantly positively correlated (r = 0.467, P < 0.01). Students with first choice, only child, urban living, and parents with a high educational level scored higher in their professional identity (P < 0.05). First choice (β = −0.11, P < 0.001), place of residence (β = −0.07, P=0.03), father's education level (β = 0.08, P=0.04), family monthly income (β = −0.09, P=0.02), and the presence of meaning in life (β = 0.54, P < 0.001) are the influencing factors of students' professional identity. Both professional identity and meaning in life have important relationship with the mental health of medical students. In the development of modern medicine, finding personal career orientation and goals helps to establish a correct outlook on life, values, and the world. It has a positive impact on the development of personal physical and mental health. Conclusion The professional identity and life meaning of clinical medical freshmen are at the upper middle level, which can be improved through medical education and other measures. The joint efforts of society, schools, families, and individual students are needed to improve the professional identity of medical students.