The transformation of ambivalent professional identity of nursing students following clinical placement in China: A qualitative study from the perspectives of the “post-00s” generation

IF 3.3 3区医学 Q1 NURSING

Nurse Education in Practice Pub Date : 2025-05-07 DOI:10.1016/j.nepr.2025.104387

Jingyi Chen , Xiao Zhang , Yidan Yang , Rong Hu

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Abstract

Aim

To explore the professional identity of nursing students of the “post-00s” generation before and after clinical placement.

Background

Clinical placement is a key step in building and rebuilding nursing students’ professional identities. Professional identity is often ambivalent and dynamic; however, if ambivalent professional identity shifts towards a high level of disidentification with the occupation, professional commitment may be hampered.

Design

A follow-up qualitative descriptive design was used.

Methods

Participants were 26 students (15 female, 11 male) born between 2001 and 2003, who were recruited from a medical university in China. Semi-structured interviews were conducted at two time points: before clinical placement (T1) and after clinical placement (T2). The data were analyzed using Clarke and Braun’s thematic analysis.

Results

After reaching data saturation, we identified 185 codes from the interview data and obtained 13 subthemes within four main themes: ambivalent professional identity, excessive professional identity, excessive professional disidentification and changes in occupational commitment.

Conclusions

The findings highlight how the ambivalent professional identity of the “post-00s” generation of nursing students evolved before and after clinical placement. Future research should address the unique perspectives and needs of the “post-00s” generation of nursing students and help them gain positive external recognition during their placements, thereby providing professional identity support.

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中国护理专业学生临床实习后矛盾职业认同的转变——基于“00后”视角的定性研究

目的探讨“00后”护生临床实习前后的职业认同。临床实习是护生职业身份建构与重建的关键环节。职业身份往往是矛盾的和动态的；然而，如果矛盾的职业认同转向对职业的高度不认同，职业承诺可能会受到阻碍。设计采用随访定性描述性设计。方法选取2001 ~ 2003年出生的中国某医科大学学生26名，其中女15名，男11名。在临床实习前（T1）和临床实习后（T2）两个时间点进行半结构化访谈。使用Clarke和Braun的主题分析来分析数据。结果在达到数据饱和后，我们从访谈数据中识别出185个编码，并在矛盾的职业认同、过度的职业认同、过度的职业失认和职业承诺的变化四个主题中获得13个子主题。结论研究结果突出了“00后”护生在实习前后矛盾的职业认同演变过程。未来的研究应该针对“00后”护理专业学生的独特视角和需求，帮助他们在实习过程中获得积极的外部认可，从而提供职业认同支持。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Nurse Education in Practice NURSING-

CiteScore

5.40

自引率

9.40%

发文量

180

审稿时长

51 days

期刊介绍： Nurse Education in Practice enables lecturers and practitioners to both share and disseminate evidence that demonstrates the actual practice of education as it is experienced in the realities of their respective work environments. It is supportive of new authors and will be at the forefront in publishing individual and collaborative papers that demonstrate the link between education and practice.