Integrating the International Society for Professional Identity in Nursing Framework Into Curricula.

IF 1.9

The Journal of nursing education Pub Date : 2026-09-10 DOI:10.3928/01484834-20260727-03

Richard Pullen

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Abstract

Background: Professional identity in nursing (PIN) does not evolve solely from professionalism policies but requires intentional learning activities. The International Society for Professional Identity in Nursing (ISPIN) developed a framework to guide PIN formation, yet learning activities have not been clearly described.

Method: This article describes the ISPIN framework and its implementation across the curriculum, including program and course alignment and faculty preparation to foster PIN formation.

Results: Selected learning activities are described that operationalize the concepts underpinning the ISPIN Domains of values and ethics, knowledge, nurse as leader, and professional comportment, and may be adapted to program type. Future research is needed to determine the scalable effect of learning activities.

Conclusion: Systematic integration of the ISPIN framework can make PIN a measurable outcome in nursing education, better preparing graduates for complex practice environments and advancing the profession's distinctive role in health care.

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将国际护理专业认同协会纳入课程框架。

背景：护理专业认同（PIN）不仅仅是专业政策的演变，而是需要有意识的学习活动。国际护理专业认同协会（ISPIN）制定了一个指导PIN形成的框架，但学习活动尚未得到明确描述。方法：本文描述了ISPIN框架及其在整个课程中的实施，包括项目和课程的对齐以及教师为促进PIN形成所做的准备。结果：选定的学习活动被描述为可操作性的概念，这些概念支持ISPIN领域的价值观和道德，知识，护士领导和专业行为，并且可以适应项目类型。未来的研究需要确定学习活动的可扩展效应。结论：系统整合ISPIN框架可以使PIN在护理教育中成为可衡量的结果，使毕业生更好地为复杂的实践环境做好准备，并促进该专业在卫生保健中的独特作用。

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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The Journal of nursing education

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