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COMMENT EDITORIAL BOARD Irene Anderson, Principal Lecturer and Reader in Learning and Teaching in Healthcare Practice, University of Her tfordshire Steve Ashurst, Critical Care Nurse Lecturer, Maelor Hospital, Wrexham Christopher Barber, Freelance Lecturer and Writer Jacqueline Boulton, Lecturer in Adult Nursing, Faculty Lead for student mobility, electives and global health, Florence Nightingale Faculty of Nursing, Midwifer y & Palliative Care, King’s College London Beverley Brathwaite, Senior lecturer University of Roehampton Amanda Callow, Director of Nursing (professional leadership and quality improvement), Nottingham University Hospitals NHS Trust Nicholas Castle, Head of Professions/ Assistant Executive Director, Hamad Medical Corporation Ambulance Ser vice, Qatar Jothi Clara J Micheal, Group Director – Nursing, Global Hospitals Group, India Emma Collins, Nurse Consultant, Sexual Health In Plymouth, University Hospitals Plymouth NHS Trust Alison Coull, Lecturer at Queen Margaret University, Edinburgh Angela Grainger, Professor of Nursing, BPP University School of Nursing Barr y Hill, Associate Professor of Nursing and Critical Care, Nor thumbria University Helen Holder, Senior Lecturer, Nursing Studies, Birmingham City University Mina Karamshi, Specialist Sister in Radiology, Royal Free Hospital, Hampstead Felicia Kwaku, Associate Director of Nursing/Senior Head of Nursing Acute Speciality Medicine, Kings Hospital NHS Foundation Trust and Chair Chief Nursing Officer & Chief Midwifer y Officer’s Black Minority Ethnic Strategic Advisor y Group,NHS England Jacqueline Leigh, Professor and Director of Nursing and Midwifer y Education, Edge Hill University, Ormskirk John McKinnon, Senior Lecturer, School of Health and Social Care, University of Lincoln Aby Mitchell, Senior Lecturer in Nursing Education, King’s College London Joy Notter, Professor, Birmingham City University & Saxion University of Applied Science, Netherlands Hilar y Paniagua, Principal Lecturer/Head of Doctoral Studies Faculty of Health & Well Being at the University of Wolverhampton Ian Peate, Programme Director University Glasgow Singapore Jo Rixon, Head of Nursing (Croydon), University of Roehampton Kendra Schneller, Nurse Practitioner, Health Inclusion Team – Vulnerable Adults and Prevention Ser vices, Guy’s & St Thomas’ NHS Foundation Trust John Tingle, Lecturer in Law, Birmingham Law School, University of Birmingham Geoffrey Walker, Matron for Medicine, Cardiology and Specialist Nursing Ser vices Poole Hospital NHS Foundation Trust Jamie Waterall, Deputy Chief Public Health Nurse, Office for Health Improvement & Disparities; Honorar y Professor, University of Nottingham Cate Wood, Senior Lecturer, University of Winchester Professional identit y in nursing Barry Hill, Associate Professor of Nursing and Critical Care, Northumbria University, Newcastle upon Tyne (barr y.hill@nor thumbria.ac.uk) Registered nurses are the largest group of health professionals globally, playing an essential role in the delivery of quality healthcare. Nursing has evolved over time, with the responsibilities of nurses increasing in response to the changing healthcare landscape. Nurses possess a unique professional identity that is shaped by their educational preparation, their exper iences, and their relationship with the wider multidisciplinary team and patients. Professional identity is a crucial aspect of nursing practice that refers to an individual’s self-concept as a professional nurse, including their beliefs, values and behaviours (Nursing and Midwifery Council (NMC), 2018a). A strong professional identity is vital for nurses to provide high-quality care and support to patients, as it shapes their approach to patient care and interactions with colleagues. Moreover, a positive professional identity is also significant for the retention and recruitment of nurses (Lindahl Norberg and Strand, 2022). Educational preparation plays a fundamental role in shaping a nurse’s professional identity. According to the NMC’s Standards for Competence for Registered Nurses, nurses must complete an approved degreelevel programme that provides theoretical and practical training and supervised clinical practice (NMC, 2018b). This education provides nurses with the necessary knowledge, skills and competencies to deliver safe and effective care, which is integral to the development of a strong professional identity. Registered nurses must continually update their knowledge and skills through continuing professional development to ensure that they are providing the best possible care (NMC, 2018b). The exper iences gained dur ing clinical placements and interactions with patients and their families can profoundly affect a nurse’s professional identity. Positive clinical exper iences and meaningful interactions with patients and their families can help nurses develop a sense of purpose and meaning in their work, reinforcing their professional identity (Vabo et al, 2022). On the other hand, negative exper iences can lead to disillusionment, cynicism and a weakened professional identity. A strong professional identity is crucial if nurses are to provide safe, effective, and compassionate care to their patients. Nurses who have a strong professional identity are more likely to provide patient-centred care, pr ior itising patient needs, preferences, and values (Kr istoffersen, 2021). A positive professional identity can also help nurses cope with the emotional demands of the job, reduce stress and burnout, and increase job satisfaction (Hanum et al, 2023). Job satisfaction, in turn, is linked to higher retention rates, which are crucial for addressing the ongoing nursing shortage. A positive professional identity can attract new nurses to the profession and encourage them to stay in the field long-ter m. In contrast, a weak professional identity and negative exper iences can lead to high turnover rates, further exacerbating the nursing shortage (Kr istoffersen, 2021). Nurses who have a strong professional identity are more likely to act as role models for new nurses, helping to shape the professional identity of future generations of nurses (Koh et al, 2023). Thus, registered nurses in the UK play a cr itical role in the delivery of high-quality healthcare services. Their professional identity is shaped by their educational preparation, clinical exper iences, and interactions with patients and their families. A strong professional identity is essential for nurses to provide safe, effective, and compassionate care to their patients, as well as cope with the emotional demands of the job. Excellent educational preparation is also essential to nurses’ professional identity, as it provides them with the knowledge and skills necessary to deliver high-quality patient care. BJN Hanum AL, Hu Q,Wei W, Zhou H, Ma F. Professional identity, job satisfaction, and intention to stay among clinical nurses dur ing the prolonged COVID-19 pandemic: a mediation analysis. Jpn J Nurs Sci. 2023;20(2):e12515. https://doi.org/10.1111/jjns.12515 Koh EYH, Koh KK, Renganathan Y, Kr ishna L. Role modelling in professional identity formation: a systematic scoping review. BMC Med Educ. 2023;23(1):194. https://doi.org/10.1186/s12909023-04144-0. Kr istoffersen M. Does professional identity play a cr itical role in the choice to remain in the nursing profession? Nurs Open. 2021;8(4):1928-1936. https://doi.org/10.1002/nop2.862 Lindahl Norberg A, Strand J. ‘We have to be the link between everyone’: a discursive psychology approach to defining registered nurses’ professional identity. Nurs Open. 2022;9(1):222-232. https://doi.org/10.1002/nop2.1056 Nursing and Midwifery Council. The code. 2018a. https://www. nmc.org.uk/standards/code/ (accessed 10 August 2023) Nursing and Midwifery Council. Standards for competence for registered nurses. 2018b. https://tinyurl.com/m934uha6 (accessed 10 August 2023) Vabo G, Slettebø Å, Fossum M. Nursing students’ professional identity development: an integrative review. Nordic Journal of Nursing Research. 2022;42(2):62-75. https://doi. org/10.1177/20571585211029857 td Healthcare L 2023 MA © 706 British Journal of Nursing, 2023, Vol 32, No 15
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COMMENT

EDITORIAL BOARD Irene Anderson, Principal Lecturer and Reader in Learning and Teaching in Healthcare Practice, University of Her tfordshire Steve Ashurst, Critical Care Nurse Lecturer, Maelor Hospital, Wrexham Christopher Barber, Freelance Lecturer and Writer Jacqueline Boulton, Lecturer in Adult Nursing, Faculty Lead for student mobility, electives and global health, Florence Nightingale Faculty of Nursing, Midwifer y & Palliative Care, King’s College London Beverley Brathwaite, Senior lecturer University of Roehampton Amanda Callow, Director of Nursing (professional leadership and quality improvement), Nottingham University Hospitals NHS Trust Nicholas Castle, Head of Professions/ Assistant Executive Director, Hamad Medical Corporation Ambulance Ser vice, Qatar Jothi Clara J Micheal, Group Director – Nursing, Global Hospitals Group, India Emma Collins, Nurse Consultant, Sexual Health In Plymouth, University Hospitals Plymouth NHS Trust Alison Coull, Lecturer at Queen Margaret University, Edinburgh Angela Grainger, Professor of Nursing, BPP University School of Nursing Barr y Hill, Associate Professor of Nursing and Critical Care, Nor thumbria University Helen Holder, Senior Lecturer, Nursing Studies, Birmingham City University Mina Karamshi, Specialist Sister in Radiology, Royal Free Hospital, Hampstead Felicia Kwaku, Associate Director of Nursing/Senior Head of Nursing Acute Speciality Medicine, Kings Hospital NHS Foundation Trust and Chair Chief Nursing Officer & Chief Midwifer y Officer’s Black Minority Ethnic Strategic Advisor y Group,NHS England Jacqueline Leigh, Professor and Director of Nursing and Midwifer y Education, Edge Hill University, Ormskirk John McKinnon, Senior Lecturer, School of Health and Social Care, University of Lincoln Aby Mitchell, Senior Lecturer in Nursing Education, King’s College London Joy Notter, Professor, Birmingham City University & Saxion University of Applied Science, Netherlands Hilar y Paniagua, Principal Lecturer/Head of Doctoral Studies Faculty of Health & Well Being at the University of Wolverhampton Ian Peate, Programme Director University Glasgow Singapore Jo Rixon, Head of Nursing (Croydon), University of Roehampton Kendra Schneller, Nurse Practitioner, Health Inclusion Team – Vulnerable Adults and Prevention Ser vices, Guy’s & St Thomas’ NHS Foundation Trust John Tingle, Lecturer in Law, Birmingham Law School, University of Birmingham Geoffrey Walker, Matron for Medicine, Cardiology and Specialist Nursing Ser vices Poole Hospital NHS Foundation Trust Jamie Waterall, Deputy Chief Public Health Nurse, Office for Health Improvement & Disparities; Honorar y Professor, University of Nottingham Cate Wood, Senior Lecturer, University of Winchester

Professional identit y in nursing Barry Hill, Associate Professor of Nursing and Critical Care, Northumbria University, Newcastle upon Tyne (barr y.hill@nor thumbria.ac.uk)

Registered nurses are the largest group of health professionals globally, playing an essential role in the delivery of quality healthcare. Nursing has evolved over time, with the responsibilities of nurses increasing in response to the changing healthcare landscape. Nurses possess a unique professional identity that is shaped by their educational preparation, their exper iences, and their relationship with the wider multidisciplinary team and patients.

Professional identity is a crucial aspect of nursing practice that refers to an individual’s self-concept as a professional nurse, including their beliefs, values and behaviours (Nursing and Midwifery Council (NMC), 2018a). A strong professional identity is vital for nurses to provide high-quality care and support to patients, as it shapes their approach to patient care and interactions with colleagues. Moreover, a positive professional identity is also significant for the retention and recruitment of nurses (Lindahl Norberg and Strand, 2022).

Educational preparation plays a fundamental role in shaping a nurse’s professional identity. According to the NMC’s Standards for Competence for Registered Nurses, nurses must complete an approved degreelevel programme that provides theoretical and practical training and supervised clinical practice (NMC, 2018b). This education provides nurses with the necessary knowledge, skills and competencies to deliver safe and effective care, which is integral to the development of a strong professional identity.

Registered nurses must continually update their knowledge and skills through continuing professional development to ensure that they are providing the best possible care (NMC, 2018b).

The exper iences gained dur ing clinical placements and interactions with patients and their families can profoundly affect a nurse’s professional identity. Positive clinical exper iences and meaningful interactions with patients and their families can help nurses develop a sense of purpose and meaning in their work, reinforcing their professional identity (Vabo et al, 2022). On the other hand, negative exper iences can lead to disillusionment, cynicism and a weakened professional identity.

A strong professional identity is crucial if nurses are to provide safe, effective, and compassionate care to their patients. Nurses who have a strong professional identity are more likely to provide patient-centred care, pr ior itising patient needs, preferences, and values (Kr istoffersen, 2021). A positive professional identity can also help nurses cope with the emotional demands of the job, reduce stress and burnout, and increase job satisfaction (Hanum et al, 2023). Job satisfaction, in turn, is linked to higher retention rates, which are crucial for addressing the ongoing nursing shortage.

A positive professional identity can attract new nurses to the profession and encourage them to stay in the field long-ter m. In contrast, a weak professional identity and negative exper iences can lead to high turnover rates, further exacerbating the nursing shortage (Kr istoffersen, 2021).

Nurses who have a strong professional identity are more likely to act as role models for new nurses, helping to shape the professional identity of future generations of nurses (Koh et al, 2023).

Thus, registered nurses in the UK play a cr itical role in the delivery of high-quality healthcare services. Their professional identity is shaped by their educational preparation, clinical exper iences, and interactions with patients and their families. A strong professional identity is essential for nurses to provide safe, effective, and compassionate care to their patients, as well as cope with the emotional demands of the job. Excellent educational preparation is also essential to nurses’ professional identity, as it provides them with the knowledge and skills necessary to deliver high-quality patient care. BJN

Hanum AL, Hu Q,Wei W, Zhou H, Ma F. Professional identity, job satisfaction, and intention to stay among clinical nurses dur ing the prolonged COVID-19 pandemic: a mediation analysis. Jpn J Nurs Sci. 2023;20(2):e12515. https://doi.org/10.1111/jjns.12515 Koh EYH, Koh KK, Renganathan Y, Kr ishna L. Role modelling in professional identity formation: a systematic scoping review. BMC Med Educ. 2023;23(1):194. https://doi.org/10.1186/s12909023-04144-0. Kr istoffersen M. Does professional identity play a cr itical role in the choice to remain in the nursing profession? Nurs Open. 2021;8(4):1928-1936. https://doi.org/10.1002/nop2.862 Lindahl Norberg A, Strand J. ‘We have to be the link between everyone’: a discursive psychology approach to defining registered nurses’ professional identity. Nurs Open. 2022;9(1):222-232. https://doi.org/10.1002/nop2.1056 Nursing and Midwifery Council. The code. 2018a. https://www.

nmc.org.uk/standards/code/ (accessed 10 August 2023) Nursing and Midwifery Council. Standards for competence for registered nurses. 2018b. https://tinyurl.com/m934uha6 (accessed 10 August 2023) Vabo G, Slettebø Å, Fossum M. Nursing students’ professional identity development: an integrative review. Nordic Journal of Nursing Research. 2022;42(2):62-75. https://doi. org/10.1177/20571585211029857

td

Healthcare L

2023 MA

©

706

British Journal of Nursing, 2023, Vol 32, No 15

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