The Process of Acquiring a Professional Identity by Male Nursing Students: A Grounded Theory Study

Abstract

Background: Professional identity, encompassing nurses’ perception of the meaning of nursing and their role as nurses, significantly influences their performance. This study aimed to elucidate the professional identity formation among Iranian male nursing students. Materials and Methods: This qualitative research employing a grounded theory approach was conducted from October 2019 to February 2021 in the Nursing School and affiliated clinical settings of Isfahan University of Medical Sciences, Iran. Data collection used semi‑structured interviews and observations. Purposive sampling of fourth‑year nursing students was initially employed, followed by theoretical sampling. Data analysis followed the adapted version of Strauss and Corbin’s 1990 model. Results: Analysis of research data generated 700 primary codes, refined through continuous comparative analysis into 13 subcategories and further condensed into five main categories: “underlying factors before and after entering the field,” “self‑esteem,” “self‑confidence,” “professional performance,” and “professional commitment.” The core variable, “self‑esteem,” emerged as the central concept underpinning professional identity. Conclusions: Acquiring professional identity in male nurses is a complex, dynamic, and multidimensional process. Self‑esteem is identified as the central variable in this process, emphasizing the need for educational and clinical environments conducive to fostering professional identity.