Self-concept of the nursing profession among nursing students: An art-based qualitative analysis

Abstract

Background

In general, nursing students' self-concept of nursing is associated with their professional competence. Arts-based pedagogical approaches offer a creative way of supporting nursing education that improves clinical practice and creates meaningful learning.

Purpose

The aim of the study is to understand the professional self-concept of nursing students through their self-artwork.

Method

A qualitative descriptive design from an arts-based critical perspective was applied to nursing students from an accelerated program for non-nursing BA graduates. The thematic analysis utilized the constant comparative analysis method.

Results

The study included 34 artworks created by 184 students. Three themes and 11 codes were identified. The themes are: “The question is why?”; “My story,”; and “Nursing is a value.” The themes and codes reflect a naïve view of nursing self-concept, societal critique regarding the profession's poor image, and recognition of nursing as a feminist and transition tool, particularly among Arab women. Students expressed concerns about balancing professional commitments and their own needs.

Conclusion

Use of artwork may help students express their professional self-concept, thoughts, feelings, and criticism. Nursing educators and leaders can use these insights to develop an education process adapted to the needs of students, professionals, and society.