目的 系统评价护理专业学生专业认同建构体验,为针对性地制订促进护理专业学生专业认同发展的有效措施提供依据。 方法 计算机检索中国知网、万方、维普、Cochrane Library、JBI循证卫生保健中心图书馆、PubMed、Embase、Web of Science、EBSCO、PsycINFO、CINAHL Complete及OpenGrey,检索时限均从建库起至2021年2月,收集关于护理专业学生专业认同建构体验的质性研究,采用澳大利亚JBI循证卫生保健中心质性研究质量评价标准对文献质量进行评价,采用汇集性整合方法对结果进行整合。 结果 共纳入10篇文献,提炼出32个研究结果,归纳形成6个新类别,合成2个整合结果。①学生专业认同的建构是一个动态、发展的多元互动过程,护理专业教师或临床导师的榜样角色、临床实践及社会文化环境等对学生专业认同发展起着正向或负向的作用。②为适应护理学习环境,学生不断进行自我调适,充分利用来自社会、同伴或教师等的支持网络,发展自身专业知识、能力和思维;学生的个人发展、专业发展和专业承诺的获得也促进了其专业认同的发展。 结论 护理教育者及管理者应重视护理专业学生专业认同的建构过程,创造以学生为中心的学习环境,构建多元支持网络,促进学生专业认同发展。

Objective To systematically review the experience of professional identity construction among nursing students. Methods Databases including CNKI,Wanfang,VIP,the Cochrane Library,Joanna Briggs Institute Library,PubMed,Embase,Web of Science,EBSCO,PsycINFO,CINAHL Complete and OpenGrey from their inception to February 2021 were comprehensively searched to collect qualitative studies on the experience of professional identity construction among nursing students. The quality of the included studies was evaluated according to JBI Critical Appraisal Tool for qualitative studies in Australia. The results were integrated by aggregative synthesis method. Results A total of ten studies were included. Thirty-two complete findings were grouped according to their similarities to form six categories. These categories resulted in two synthesized findings：① The experience of professional identity construction among nursing students is a dynamic,pluralistic interaction process,during which nursing teachers or clinical tutors’ role models,clinical practice and social cultural environment play positive or negative effects;② In order to adapt to the learning environment of nursing,nursing students keep on exerting self-adjusting,making full use of the supports from society,peers or teachers to develop their professional knowledge,ability and thinking;the personal development,professional development and professional commitment also promote the nursing students’ development of professional identity. Conclusion Nursing educators and administrators should attach importance to the construction process of nursing students’ professional identity,create a learning environment centered on nursing students,and build a multi-support network to promote the development of nursing students’ professional identity.