Lorena L Tejero-Vidal, Sara Pedregosa-Fauste, Anna Majó-Rossell, Fernando García-Díaz, Laura Martínez-Rodríguez
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引用次数: 0
Abstract
Aim: To explore the elements of nursing identity recognized by nursing students in models developed through the 'Design process' methodology.
Background: The construction of nursing professional identity is a complex process involving identification, group belonging, partial assessments and social representations. Nursing identity is one of the most stereotyped and its formation during the nursing degree has a significant impact on professional development. Design can transform society and communicate a positive nursing identity. The 'Design process' connects conceptual content with real-world contexts, particularly with students' future professional roles.
Design: A qualitative hermeneutic-interpretative phenomenological study was performed.
Methods: 135 first-year nursing students developed 22 informative content documents, which design students used to create 22 models. Nursing students then analyzed the models and responded to an ad hoc questionnaire with open-ended questions.
Results: Two categories 'nurse' and 'nursing' were identified. Students identified the core competencies of the profession in the models and showed that nurses' professional behavior encompasses other traits besides the stereotyped ones. Students perceived 'Design process' methodology was a valuable tool to raise awareness among the population about the nurses' work.
Conclusions: Nurse training is crucial for building professional identity and improving social perceptions. Greater visibility and curricular programs that support identity development are needed. Collaborative work with disciplines like design enhances identity construction and disseminates nursing's true image. The 'Design Process' fosters creativity, problem-solving and innovation in nursing education.
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.
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