[HTML][HTML] Construction of professional identity in nursing students: qualitative research from the historical-cultural perspective
Revista latino-americana de enfermagem, 2020•SciELO Brasil
Objective: to analyze the process of professional identity construction in undergraduate
nursing students during their education. Method: qualitative research, anchored in the
Historical-Cultural framework. Twenty-three undergraduate nursing students took part. Data
were collected through individual interviews, with a semi-structured script. Thematic Analysis
was used to analyze the data. Results: the following four themes were obtained,“The subject
in movement to become a nurse: from previous experiences to entering the courses”;“The …
nursing students during their education. Method: qualitative research, anchored in the
Historical-Cultural framework. Twenty-three undergraduate nursing students took part. Data
were collected through individual interviews, with a semi-structured script. Thematic Analysis
was used to analyze the data. Results: the following four themes were obtained,“The subject
in movement to become a nurse: from previous experiences to entering the courses”;“The …
Objective
to analyze the process of professional identity construction in undergraduate nursing students during their education.
Method
qualitative research, anchored in the Historical-Cultural framework. Twenty-three undergraduate nursing students took part. Data were collected through individual interviews, with a semi-structured script. Thematic Analysis was used to analyze the data.
Results
the following four themes were obtained, “The subject in movement to become a nurse: from previous experiences to entering the courses”; “The nursing professor in the construction of the undergraduate’s professional identity: a two-way mirror”; “Pedagogical relationship: instrument for constructing the student’s professional identity” and “Historical-cultural conditions: space for the construction of the student’s professional identity”.
Conclusion
the construction of the students’ professional identity is limited to the material conditions of existence, translating appropriation to the intrapsychic scope of elements that occur, first, in the inter-psychological space of interactions. Nursing professors can become a paradoxical mirror, with one face to be imitated and the other, which materializes meanings of a model not to be followed. This construction is also influenced by the conditions of professional practice and university education.
SciELO Brasil
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