Association of Perceived Professional Identity with Academic Year Among Undergraduate Nursing Students at a Public Sector College of Nursing in Rawalpindi: A Cross-Sectional Study: Professional Identity with Academic Year in Undergraduate Nursing Students in Rawalpindi

Sadia Sana; Maryam Abbas; Shazia Zaheer; Muhammad Sajeel Ur Rehman

doi:10.54393/nrs.v4i04.121

Authors

Sadia Sana Fazaia College of Nursing and Allied Health Sciences Air University, Islamabad, Pakistan
Maryam Abbas National University of Medical Sciences, Rawalpindi, Pakistan
Shazia Zaheer College of Nursing, Armed Forces Post Graduate Medical Institute, Rawalpindi, Pakistan
Muhammad Sajeel Ur Rehman Heavy Mechanical Complex, Taxila, Pakistan

DOI:

https://doi.org/10.54393/nrs.v4i04.121

Keywords:

Academic Year, Professional Identity, Undergraduate Nursing Student, Association

Abstract

Professional identity is a crucial element in the growth and development of nurses as professionals. The process of professional identity formation begins when students internalize the principles and values of nursing and gain a deeper understanding of their professional roles. Objective: To measure the professional identity of undergraduate nursing students and its association with their academic year. Methods: A cross-sectional analytical study was conducted from January to August 2024 at a Public-Sector College of Nursing in Rawalpindi. A total of 226 nursing students were selected using universal sampling. Data were collected using the Professional Identity Five Factors Scale, which includes demographic data and measures the level of professional identity. Results: The mean total score of the students’ perceived professional identity was 87.07 ± 14.129, indicating a moderate level of professional identity. No significant differences were observed between academic years (p>0.05). Conclusions: It was concluded that this study provides the first comprehensive evaluation of undergraduate nursing students' perceived professional identities in Pakistan, establishing baseline data for this crucial aspect of nursing education. Enhancements to the curriculum, mentorship programs, and opportunities for hands-on learning can support students in further developing their professional identities and better preparing for careers in nursing.

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