ArticleJournal of nursing management2026
Exploring the Influencing Factors of Professional Identity in Geriatric Nursing Among Undergraduate Nursing Interns From a Life Course Perspective: A Qualitative Study.
Article in Journal of nursing management, 2026. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 4 papers.
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The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
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Who cites it
4 citing papers in PubMed.
- Professional Identity, Educator Competence Perception and Willingness to Engage in Geriatric Nursing Among Nursing Students: A Cross-Sectional Study.Nursing open · 2026Article
- Article
- Trait positive empathy and professional identity among nursing undergraduates: the mediating role of career resilience.Frontiers in psychology · 2026Article
- Exploring the Influencing Factors of Professional Identity in Geriatric Nursing Among Undergraduate Nursing Interns From a Life Course Perspective: A Qualitative Study.Journal of nursing management · 2026Article
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Authors and funding
4 authors.
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Abstract
Background: With the intensifying global trend of population aging, the importance of geriatric nursing is becoming increasingly prominent. Understanding how nursing students develop professional identity within the context of geriatric care can help foster their interest and competence, thereby ensuring the quality of care services in an aging society. Aim: This study aims to explore, from a life course perspective, the multiple factors that influence the formation of professional identity in geriatric nursing among nursing students. Methods: An exploratory descriptive qualitative design was employed. Semistructured interviews were conducted with 16 undergraduate nursing students. Thematic analysis was used to identify key themes related to the formation of professional identity. Results: Four main themes emerged from the data: (1) Early life experiences shaping emotional connection and basic impressions of older adults, (2) cognitive construction and challenges in geriatric nursing during education, (3) professional identity development and obstacles during clinical and volunteer experiences, and (4) realistic considerations and societal influences in career planning. Conclusion: Nursing students' professional identity is dynamically constructed through the interplay of multidimensional experiences over the life course. Enhancing early exposure, enriching educational content, strengthening clinical support, and optimizing the broader social environment are crucial to promoting positive identification with geriatric nursing and advancing the development of a specialized workforce in this field.
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