Abstract:

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.

Key words: Students,Nursing, Qualitative Research, Professional identity, Systematic review