Contenuto dell'articolo principale
Abstract
Aim: This study aimed to explore factors affecting Iranian nursing students' professional self- concept from the perspectives of nursing students, nursing instructors, and hospital nurses. METHODS: This exploratory qualitative study was carried out from June 2018 to April 2019. Participants were four hospital nurses, three clinical nursing instructors, and four nursing stu- dents who were purposively selected from the Shiraz University of Medical Sciences, Shiraz, Iran. Data were gathered via in-depth semi-structured interviews and were analyzed via con- ventional content analysis proposed by Graneheim and Lundman.
FINDINGS: In total, 610 primary codes were generated and grouped into eleven subthemes and five main themes. The main themes of the study were professional instructors, competent nur- ses, informed choice of nursing profession, difficulties of nursing profession, and congruence between students' personal-professional values and nursing profession.
CONCLUSION: Professional self-concept is affected by different personal, educational, envi- ronmental, and social factors. Nursing instructors, hospital managers, and nurse managers can use the findings of this study to support nursing students, promote their professional self-con- cept, and ensure their retention in the profession.
KEYWORDS: Professional self-concept, Nursing, Student, Qualitative study, Iran
Fattori che influenzano il concetto di seÌ professionale degli studenti infermieri in Iran: uno studio qualitative
INTRODUZIONE: il concetto di seÌ professionale è un concetto multidimensionale contestualiz- zato che descrive le esperienze e i sentimenti soggettivi degli infermieri riguardo ai ruoli infer- mieristici. Il concetto di seÌ professionale inizia a svilupparsi durante gli anni accademici. Tuttavia, c'è ancora una comprensione limitata dei fattori che influenzano il concetto di seÌ professionale degli studenti infermieri, che è un potenziale problema. La scarsa concezione di seÌ professionale influisce negativamente sulla pratica clinica, sulla soddisfazione lavorativa e sulla conservazione nella professione degli infermieri.
OBIETTIVO: questo studio mirava a esplorare i fattori che influenzano il concetto di seÌ profes- sionale degli studenti infermieri iraniani dal punto di vista degli studenti infermieristici, degli istruttori infermieristici e degli infermieri ospedalieri.
Metodi: questo studio qualitativo esplorativo è stato condotto da giugno 2018 ad aprile 2019. I partecipanti erano quattro infermieri ospedalieri, tre istruttori di infermieristica clinica e quattro studenti di infermieristica che sono stati appositamente selezionati dalla Shiraz University of Medical Sciences, Shiraz, Iran. I dati sono stati raccolti tramite interviste semi- strutturate approfondite e sono stati analizzati tramite l'analisi del contenuto convenzionale proposta da Graneheim e Lundman.
RISULTATI: in totale, sono stati generati 610 codici primari e raggruppati in undici temi secon- dari e cinque temi principali. I temi principali dello studio erano istruttori professionisti, infer- mieri competenti, scelta informata della professione infermieristica, difficoltà della professione infermieristica e congruenza tra i valori personali-professionali degli studenti e la professione infermieristica.
CONCLUSIONE: il concetto di seÌ professionale è influenzato da diversi fattori personali, educa- tivi, ambientali e sociali. Istruttori infermieristici, dirigenti ospedalieri e dirigenti infermieri- stici possono utilizzare i risultati di questo studio per supportare gli studenti infermieristici, promuovere il loro concetto di seÌ professionale e garantire la loro permanenza nella profes- sione.
PAROLE CHIAVE: autoconcetto professionale, infermieristica, studente, studio qualitativo, Iran
Dettagli dell'articolo
Riferimenti
- new identity. Revista Brasileira de Enfermagem, 68(2), 219-
- Alkaya, S. A., Yaman, ., & Simones, J. (2018). Professional values
- and career choice of nursing students. Nursing Ethics, 25(2),
- -252.
- Alubo, O., & Hunduh, V. (2017). Medical dominance and
- resistance in Nigeria's health care system. International Journal
- of Health Services, 47(4), 778-794.
- Andrews, D. R., Burr, J., & Bushy, A. (2011). Nurses' self-concept
- and perceived quality of care: A narrative analysis. Journal of
- nursing care quality, 26(1), 69-77.
- Angel, E., Craven, R., & Denson, N. (2012). The Nurses Self-
- Concept Instrument (NSCI): Assessment of psychometric properties for Australian domestic and international student nurses. International Journal of Nursing Studies, 49(7), 880- 886.
- Baraz-Pordanjani, S., Memarian, R., & Vanaki, Z. (2014). Damaged professional identity as a barrier to Iranian nursing students' clinical learning: a qualitative study. Journal of Clinical Nursing and Midwifery, 3(3), 1-15.
- Barry, A., Parvan, K., Tabrizi, F. J., Sarbakhsh, P., & Safa, B. (2019). Is professional self-concept associated with stress among nursing students in clinical setting: a descriptive correlational research. Crescent Journal of Medical and Biological Sciences, 6(2), 191-195.
- Bolton, L. B. (2011). The Obligation of Nursing Leaders to Implement the "Future of Nursing" Report. Nurse Leader, 9(6), 24.
- Browne, C., Wall, P., Batt, S., & Bennett, R. (2018). Understanding perceptions of nursing professional identity in students entering an Australian undergraduate nursing degree. Nurse education in practice, 32, 90-96.
- Clements, A. J., Kinman, G., Leggetter, S., Teoh, K., & Guppy, A. (2016). Exploring commitment, professional identity, and support for student nurses. Nurse education in practice, 16(1), 20-26.
- í‡í¶plí¼, M., & Tekinsoy Kartí½n, P. (2019). Professional self-concept and professional values of senior students of the nursing department. Nursing Ethics, 26(5), 1387-1397.
- Cowin, L. S., Craven, R. G., Johnson, M., & Marsh, H. W. (2006). A longitudinal study of student and experienced nurses' self- concept. Collegian: Journal of the Royal College of Nursing Australia, 13(3), 25-31.
- Cowin, L. S., Johnson, M., Craven, R. G., & Marsh, H. W. (2008). Causal modeling of self-concept, job satisfaction, and retention of nurses. International Journal Nursing Studies, 45(10), 1449-1459.
- Eley, D., Eley, R., Bertello, M., & Rogers Clark, C. (2012). Why did I become a nurse? Personality traits and reasons for entering nursing. Journal of Advanced Nursing, 68(7), 1546- 1555.
- Felstead, I. S., & Springett, K. (2016). An exploration of role model influence on adult nursing students' professional development: A phenomenological research study. Nurse Education Today, 37, 66-70.
- Fitzgerald, A. M. (2016). The Experience of Professional Identity Development in Graduating Nursing Students. (PhD), University of Northern Colorado., Greeley, Colorado.
- Ford, Y. (2015). Development of nurse self-concept in nursing students: the effects of a peer-mentoring experience. Journal of Nursing Education, 54(9), 107-111.
- Graneheim, U. H., & Lundman, B. (2004). Qualitative content analysis in nursing research: concepts, procedures and measures to achieve trustworthiness. Nurse Education Today, 24(2), 105-112.
- Hardy, E. C., Koharchik, L. S., & Dixon, H. (2015). The
- professional nurse–student nurse academic partnership.
- Teaching and learning in nursing, 10(2), 71-75.
- Hensel, D., & Laux, M. (2014). Longitudinal study of stress, self- care, and professional identity among nursing students. Nurse
- Educator, 39(5), 227-231.
- Hezaveh, M. S., Rafii, F., & Seyedfatemi, N. (2014). The experience
- of stress among new clinical nurses. Nursing Practice Today,
- (4), 199-206.
- Hoeve, Y. t., Jansen, G., & Roodbol, P. (2014). The nursing
- profession: public image, self concept and professional identity. A discussion paper. Journal of Advanced Nursing, 70(2), 295-309.
- Jack, K., Hamshire, C., & Chambers, A. (2017). The influence of role models in undergraduate nurse education. Journal of clinical nursing, 26(23-24), 4707-4715.
- Jahromi, Z. B., Jahanbin, I., Sharif, F., Ghodsbin, F., & Keshavarzi, S. (2014). Investigation of the professional self-concept of nursing students in Shiraz, Iran. Central European Journal of Nursing and Midwifery, 5(3), 112-116.
- Johnson, M., Cowin, L. S., Wilson, I., & Young, H. (2012). Professional identity and nursing: contemporary theoretical developments and future research challenges. International nursing review, 59(4), 562-569.
- Kantek, F., & im ek, B. (2017). Factors relating to professional self concept among nurse managers. Journal of clinical nursing, 26(23-24), 4293-4299.
- Kim-Godwin, Y. S., Baek, H. C., & Wynd, C. A. (2010). Factors influencing professionalism in nursing among Korean American registered nurses. Journal of Professional Nursing, 26(4), 242-249.
- Labrague, L. J., McEnroe-Petitte, D. M., Gloe, D., Thomas, L., Papathanasiou, I. V., & Tsaras, K. (2017). A literature review on stress and coping strategies in nursing students. Journal of Mental Health, 26(5), 471-480.
- Larson, J., Brady, M., Engelmann, L., Perkins, B. I., & Shultz, C. (2013). The formation of professional identity in nursing. Nursing Education Perspectives, 34(2), 138.
- Lincoln, Y. S., & Guba, E. G. (1985). Naturalistic inquiry. Newberry Park: CA: Sage.
- Liu, Y. (2010). Nurses' work role in the context of gender and Chinese culture: an online forum study. Journal of Nursing Research, 18(2), 117-125.
- Lúanaigh, P. í“. (2015). Becoming a professional: What is the influence of registered nurses on nursing students' learning in the clinical environment? Nurse education in practice, 15(6), 450-456.
- Marañón, A. A., & Pera, M. P. I. (2015). Theory and practice in the construction of professional identity in nursing students: A qualitative Aguayo-González, M., Castelló-Badía, M., & Monereo-Font, C. (2015). Critical incidents in nursing academics: discovering astudy. Nurse Education Today, 35(7), 859-863.
- McNeil, K. A., Mitchell, R. J., & Parker, V. (2013). Interprofessional practice and professional identity threat. Health Sociology Review, 22(3), 291-307.
- Mikkonen, K., Kyngäs, H., & Kääriäinen, M. (2015). Nursing students' experiences of the empathy of their teachers: a qualitative study. Advances in health sciences education, 20(3), 669-682.
- Mousazadeh, S., Yektatalab, S., Momennasab, M., & Parvizy, S. (2019). Impediments to the formation of intensive care nurses' professional identify. Nursing Ethics, 26(6), 1873- 1885.
- Neishabouri, M., Ahmadi, F., & Kazemnejad, A. (2016). Iranian nursing students' perspectives on transition to professional identity: a qualitative study. International nursing review, 64(3), 428-436.
- Okura, M., Uza, M., Izumi, H., Ohno, M., Arai, H., & Saeki, K. (2013). Factors that affect the process of professional identityformation in public health nurses. Open Journal of Nursing,
- (1), 8-15.
- Oner Altiok, H., & Ustun, B. (2013). The Stress Sources of Nursing
- Students. Educational Sciences: Theory and Practice, 13(2), 760-766. Orgambídez-Ramos, A., & de Almeida, H. (2017). Work engagement, social support, and job satisfaction in Portuguese nursing staff: A winning combination. Applied Nursing
- Research, 36, 37-41.
- Ozakgul, A., Asti, T., Karabay, B., Emir, E., & Temeller, N. (2017).
- What are the Factors that Affect the Image of Nursing Profession of Turkish High School Students? International Archives of Nursing and Health Care, 3(4), 1-6.
- Poorgholami, F., Ramezanli, S., Jahromi, M. K., & Jahromi, Z. B. (2016). Nursing students' clinical performance and professional self-concept. Bangladesh Journal of Medical Science, 15(1), 57-61.
- Pugachov, S. G., Maxwell, D., Youmans, J., & Wahnschaff, K. (2015). Characteristics of Successful Nursing Students. Phi Kappa Phi Research Symposium, 3.
- Rasmussen, P., Henderson, A., Andrew, N., & Conroy, T. (2018). Factors influencing registered nurses' perceptions of their professional identity: An integrative literature review. The Journal of Continuing Education in Nursing, 49(5), 225-232.
- Rognstad, M.-K., Aasland, O., & Granum, V. (2004). How do nursing students regard their future career? Career preferences in the post-modern society. Nurse Education Today, 24(7), 493-500.
- Sabanciogullari, S., & Dogan, S. (2017). Professional Self-Concept in Nurses and Related Factors: A Sample from Turkey. International Journal of Caring Sciences, 10(3), 1676-1684.
- Saleh, U., O'Connor, T., Al-Subhi, H., Alkattan, R., Al-Harbi, S., & Patton, D. (2018). The impact of nurse managers' leadership styles on ward staff. British journal of nursing, 27(4), 197-203.
- Sena, B. (2017). Professionalization without autonomy: the Italian case of building the nursing profession. Professions and Professionalism, 7(3), 1900-1900.
- Shaha, M., Berg, J., Wenzel, J., Shaefer, J., Terhaar, M., Klimmek, R., . . . Belcher, A. E. (2013). Excellence in teaching and learning: Students' perspective. Journal of Nursing Education
- and Practice, 3(12), 35-46.
- Shahidi, L. H., Vahidi, M., Mahram, B., Areshtanab, H. N., &
- Zarghi, N. (2014). Professional identity development in nursing students: Eisner's evaluation model. Research and Development in Medical Education, 3(1), 37-43.
- Shavelson, R., Habner, J., & Stanton, G. (1976). Self - concept:validation of constructs and interpretations. Review of Educational Research, 46(3), 407-441.
- Sommers, C. L., Tarihoran, D. E., Sembel, S., & Tzeng, H. M. (2018). Perceived images and expected roles of Indonesian nurses. Nursing open, 5(4), 501-506.
- Vaismoradi, M., Salsali, M., & Ahmadi, F. (2011). Perspectives of Iranian male nursing students regarding the role of nursing education in developing a professional identity: a content analysis study. Japan Journal of Nursing Science, 8(2), 174- 183.
- Valizadeh, L., & Ghorbani, F. (2016). Nurses' professional identity and Related Factors in formation it: A review article. Iranian Journal of Nursing Research, 10(4), 88-97.
- Walker, S., Dwyer, T., Broadbent, M., Moxham, L., Sander, T., & Edwards, K. (2014). Constructing a nursing identity within the clinical environment: The student nurse experience. Contemporary nurse, 49(1), 103-112.
- Wang, M., Guan, H., Li, Y., Xing, C., & Rui, B. (2019). Academic burnout and professional self-concept of nursing students: A cross-sectional study. Nurse Education Today, 77, 27-31.
- Ware, S. M. (2008). Developing a self-concept of nurse in baccalaureate nursing students. International Journal of Nursing Education Scholarship, 5(1), 1-17.
- Woo, H. Y., & Tak, Y. R. (2015a). Critical Thinking Disposition, Professional Self-concept and Caring Perception of Nursing Students in Korea. International Journal of Bio-Science and Bio-Technology, 7(3), 129-138.
- Woo, H. Y., & Tak, Y. R. (2015b). Professional self-concept and caring perception in nursing students. Advanced Science and Technology Letters, 88, 79-82.
- Yilmaz, F., Sabancí½oí°ullarí½, S., & Kumsar, A. (2016). Motivation in the First Year of Nursing Education: It's Relationship with Professional Self- Concept, Self-Esteem. Archives of Nursing Practice and Care, 2(1), 50-56
Riferimenti
new identity. Revista Brasileira de Enfermagem, 68(2), 219-
Alkaya, S. A., Yaman, ., & Simones, J. (2018). Professional values
and career choice of nursing students. Nursing Ethics, 25(2),
-252.
Alubo, O., & Hunduh, V. (2017). Medical dominance and
resistance in Nigeria's health care system. International Journal
of Health Services, 47(4), 778-794.
Andrews, D. R., Burr, J., & Bushy, A. (2011). Nurses' self-concept
and perceived quality of care: A narrative analysis. Journal of
nursing care quality, 26(1), 69-77.
Angel, E., Craven, R., & Denson, N. (2012). The Nurses Self-
Concept Instrument (NSCI): Assessment of psychometric properties for Australian domestic and international student nurses. International Journal of Nursing Studies, 49(7), 880- 886.
Baraz-Pordanjani, S., Memarian, R., & Vanaki, Z. (2014). Damaged professional identity as a barrier to Iranian nursing students' clinical learning: a qualitative study. Journal of Clinical Nursing and Midwifery, 3(3), 1-15.
Barry, A., Parvan, K., Tabrizi, F. J., Sarbakhsh, P., & Safa, B. (2019). Is professional self-concept associated with stress among nursing students in clinical setting: a descriptive correlational research. Crescent Journal of Medical and Biological Sciences, 6(2), 191-195.
Bolton, L. B. (2011). The Obligation of Nursing Leaders to Implement the "Future of Nursing" Report. Nurse Leader, 9(6), 24.
Browne, C., Wall, P., Batt, S., & Bennett, R. (2018). Understanding perceptions of nursing professional identity in students entering an Australian undergraduate nursing degree. Nurse education in practice, 32, 90-96.
Clements, A. J., Kinman, G., Leggetter, S., Teoh, K., & Guppy, A. (2016). Exploring commitment, professional identity, and support for student nurses. Nurse education in practice, 16(1), 20-26.
í‡í¶plí¼, M., & Tekinsoy Kartí½n, P. (2019). Professional self-concept and professional values of senior students of the nursing department. Nursing Ethics, 26(5), 1387-1397.
Cowin, L. S., Craven, R. G., Johnson, M., & Marsh, H. W. (2006). A longitudinal study of student and experienced nurses' self- concept. Collegian: Journal of the Royal College of Nursing Australia, 13(3), 25-31.
Cowin, L. S., Johnson, M., Craven, R. G., & Marsh, H. W. (2008). Causal modeling of self-concept, job satisfaction, and retention of nurses. International Journal Nursing Studies, 45(10), 1449-1459.
Eley, D., Eley, R., Bertello, M., & Rogers Clark, C. (2012). Why did I become a nurse? Personality traits and reasons for entering nursing. Journal of Advanced Nursing, 68(7), 1546- 1555.
Felstead, I. S., & Springett, K. (2016). An exploration of role model influence on adult nursing students' professional development: A phenomenological research study. Nurse Education Today, 37, 66-70.
Fitzgerald, A. M. (2016). The Experience of Professional Identity Development in Graduating Nursing Students. (PhD), University of Northern Colorado., Greeley, Colorado.
Ford, Y. (2015). Development of nurse self-concept in nursing students: the effects of a peer-mentoring experience. Journal of Nursing Education, 54(9), 107-111.
Graneheim, U. H., & Lundman, B. (2004). Qualitative content analysis in nursing research: concepts, procedures and measures to achieve trustworthiness. Nurse Education Today, 24(2), 105-112.
Hardy, E. C., Koharchik, L. S., & Dixon, H. (2015). The
professional nurse–student nurse academic partnership.
Teaching and learning in nursing, 10(2), 71-75.
Hensel, D., & Laux, M. (2014). Longitudinal study of stress, self- care, and professional identity among nursing students. Nurse
Educator, 39(5), 227-231.
Hezaveh, M. S., Rafii, F., & Seyedfatemi, N. (2014). The experience
of stress among new clinical nurses. Nursing Practice Today,
(4), 199-206.
Hoeve, Y. t., Jansen, G., & Roodbol, P. (2014). The nursing
profession: public image, self concept and professional identity. A discussion paper. Journal of Advanced Nursing, 70(2), 295-309.
Jack, K., Hamshire, C., & Chambers, A. (2017). The influence of role models in undergraduate nurse education. Journal of clinical nursing, 26(23-24), 4707-4715.
Jahromi, Z. B., Jahanbin, I., Sharif, F., Ghodsbin, F., & Keshavarzi, S. (2014). Investigation of the professional self-concept of nursing students in Shiraz, Iran. Central European Journal of Nursing and Midwifery, 5(3), 112-116.
Johnson, M., Cowin, L. S., Wilson, I., & Young, H. (2012). Professional identity and nursing: contemporary theoretical developments and future research challenges. International nursing review, 59(4), 562-569.
Kantek, F., & im ek, B. (2017). Factors relating to professional self concept among nurse managers. Journal of clinical nursing, 26(23-24), 4293-4299.
Kim-Godwin, Y. S., Baek, H. C., & Wynd, C. A. (2010). Factors influencing professionalism in nursing among Korean American registered nurses. Journal of Professional Nursing, 26(4), 242-249.
Labrague, L. J., McEnroe-Petitte, D. M., Gloe, D., Thomas, L., Papathanasiou, I. V., & Tsaras, K. (2017). A literature review on stress and coping strategies in nursing students. Journal of Mental Health, 26(5), 471-480.
Larson, J., Brady, M., Engelmann, L., Perkins, B. I., & Shultz, C. (2013). The formation of professional identity in nursing. Nursing Education Perspectives, 34(2), 138.
Lincoln, Y. S., & Guba, E. G. (1985). Naturalistic inquiry. Newberry Park: CA: Sage.
Liu, Y. (2010). Nurses' work role in the context of gender and Chinese culture: an online forum study. Journal of Nursing Research, 18(2), 117-125.
Lúanaigh, P. í“. (2015). Becoming a professional: What is the influence of registered nurses on nursing students' learning in the clinical environment? Nurse education in practice, 15(6), 450-456.
Marañón, A. A., & Pera, M. P. I. (2015). Theory and practice in the construction of professional identity in nursing students: A qualitative Aguayo-González, M., Castelló-Badía, M., & Monereo-Font, C. (2015). Critical incidents in nursing academics: discovering astudy. Nurse Education Today, 35(7), 859-863.
McNeil, K. A., Mitchell, R. J., & Parker, V. (2013). Interprofessional practice and professional identity threat. Health Sociology Review, 22(3), 291-307.
Mikkonen, K., Kyngäs, H., & Kääriäinen, M. (2015). Nursing students' experiences of the empathy of their teachers: a qualitative study. Advances in health sciences education, 20(3), 669-682.
Mousazadeh, S., Yektatalab, S., Momennasab, M., & Parvizy, S. (2019). Impediments to the formation of intensive care nurses' professional identify. Nursing Ethics, 26(6), 1873- 1885.
Neishabouri, M., Ahmadi, F., & Kazemnejad, A. (2016). Iranian nursing students' perspectives on transition to professional identity: a qualitative study. International nursing review, 64(3), 428-436.
Okura, M., Uza, M., Izumi, H., Ohno, M., Arai, H., & Saeki, K. (2013). Factors that affect the process of professional identityformation in public health nurses. Open Journal of Nursing,
(1), 8-15.
Oner Altiok, H., & Ustun, B. (2013). The Stress Sources of Nursing
Students. Educational Sciences: Theory and Practice, 13(2), 760-766. Orgambídez-Ramos, A., & de Almeida, H. (2017). Work engagement, social support, and job satisfaction in Portuguese nursing staff: A winning combination. Applied Nursing
Research, 36, 37-41.
Ozakgul, A., Asti, T., Karabay, B., Emir, E., & Temeller, N. (2017).
What are the Factors that Affect the Image of Nursing Profession of Turkish High School Students? International Archives of Nursing and Health Care, 3(4), 1-6.
Poorgholami, F., Ramezanli, S., Jahromi, M. K., & Jahromi, Z. B. (2016). Nursing students' clinical performance and professional self-concept. Bangladesh Journal of Medical Science, 15(1), 57-61.
Pugachov, S. G., Maxwell, D., Youmans, J., & Wahnschaff, K. (2015). Characteristics of Successful Nursing Students. Phi Kappa Phi Research Symposium, 3.
Rasmussen, P., Henderson, A., Andrew, N., & Conroy, T. (2018). Factors influencing registered nurses' perceptions of their professional identity: An integrative literature review. The Journal of Continuing Education in Nursing, 49(5), 225-232.
Rognstad, M.-K., Aasland, O., & Granum, V. (2004). How do nursing students regard their future career? Career preferences in the post-modern society. Nurse Education Today, 24(7), 493-500.
Sabanciogullari, S., & Dogan, S. (2017). Professional Self-Concept in Nurses and Related Factors: A Sample from Turkey. International Journal of Caring Sciences, 10(3), 1676-1684.
Saleh, U., O'Connor, T., Al-Subhi, H., Alkattan, R., Al-Harbi, S., & Patton, D. (2018). The impact of nurse managers' leadership styles on ward staff. British journal of nursing, 27(4), 197-203.
Sena, B. (2017). Professionalization without autonomy: the Italian case of building the nursing profession. Professions and Professionalism, 7(3), 1900-1900.
Shaha, M., Berg, J., Wenzel, J., Shaefer, J., Terhaar, M., Klimmek, R., . . . Belcher, A. E. (2013). Excellence in teaching and learning: Students' perspective. Journal of Nursing Education
and Practice, 3(12), 35-46.
Shahidi, L. H., Vahidi, M., Mahram, B., Areshtanab, H. N., &
Zarghi, N. (2014). Professional identity development in nursing students: Eisner's evaluation model. Research and Development in Medical Education, 3(1), 37-43.
Shavelson, R., Habner, J., & Stanton, G. (1976). Self - concept:validation of constructs and interpretations. Review of Educational Research, 46(3), 407-441.
Sommers, C. L., Tarihoran, D. E., Sembel, S., & Tzeng, H. M. (2018). Perceived images and expected roles of Indonesian nurses. Nursing open, 5(4), 501-506.
Vaismoradi, M., Salsali, M., & Ahmadi, F. (2011). Perspectives of Iranian male nursing students regarding the role of nursing education in developing a professional identity: a content analysis study. Japan Journal of Nursing Science, 8(2), 174- 183.
Valizadeh, L., & Ghorbani, F. (2016). Nurses' professional identity and Related Factors in formation it: A review article. Iranian Journal of Nursing Research, 10(4), 88-97.
Walker, S., Dwyer, T., Broadbent, M., Moxham, L., Sander, T., & Edwards, K. (2014). Constructing a nursing identity within the clinical environment: The student nurse experience. Contemporary nurse, 49(1), 103-112.
Wang, M., Guan, H., Li, Y., Xing, C., & Rui, B. (2019). Academic burnout and professional self-concept of nursing students: A cross-sectional study. Nurse Education Today, 77, 27-31.
Ware, S. M. (2008). Developing a self-concept of nurse in baccalaureate nursing students. International Journal of Nursing Education Scholarship, 5(1), 1-17.
Woo, H. Y., & Tak, Y. R. (2015a). Critical Thinking Disposition, Professional Self-concept and Caring Perception of Nursing Students in Korea. International Journal of Bio-Science and Bio-Technology, 7(3), 129-138.
Woo, H. Y., & Tak, Y. R. (2015b). Professional self-concept and caring perception in nursing students. Advanced Science and Technology Letters, 88, 79-82.
Yilmaz, F., Sabancí½oí°ullarí½, S., & Kumsar, A. (2016). Motivation in the First Year of Nursing Education: It's Relationship with Professional Self- Concept, Self-Esteem. Archives of Nursing Practice and Care, 2(1), 50-56