Relationship Between Professional Identity Development and Clinical Learning Environment: Nursing Students’ Perspective

Saker, Alshimaa Ahmed Fathallha; Fayad, Elham Mohamed Abdelkader; Ali, Heba Fakieh Mansy

doi:10.21608/asalexu.2025.415015

Relationship Between Professional Identity Development and Clinical Learning Environment: Nursing Students’ Perspective

Document Type : Research articles

Authors

¹ Demonstrator Nursing Education, Faculty of Nursing, Alexandria University

² , Professor Emeritus Psychiatric and Mental Health Nursing, Faculty of Nursing, Alexandria University

³ , Lecturer Nursing Education, Faculty of Nursing, Alexandria University.

10.21608/asalexu.2025.415015

Abstract

Background: The development of a professional identity is a core foundation of the nursing profession, because it
promotes students in developing an awareness of their profession. Development of a professional identity alongside
with clinical learning environment. The clinical learning environment is the most important factor which has the
greatest impact on nursing students' professional identities. Aim: To explore the relationship between professional
identity development and clinical learning environment from nursing students’ perspective. Research design: A
descriptive correlational exploratory research design was used. Setting: This study was conducted at the Faculty of
Nursing, Alexandria University, Egypt. Subjects: The subjects of this study comprised of all nursing students enrolled
in the seventh academic semester (N=791) during the first academic term of the academic year 2023-2024. Tools:
Professional Identity Scale for Nursing Students (PISN) and Abbreviated Clinical Learning Environment Inventory-19
(The abbreviated CLEI-19) were used to collect data. Findings: More than half of the students (50.4%) had a high
level of professional identity, the majority of nursing students (76.6%) had a positive perspective regarding their
clinical learning environment. Moreover, there was a statistically significance positive correlation between students’
professional identity development and their clinical learning environment (r = 0.398*, p <0.001*). Conclusion: The
students’ overall professional identity is positively correlated with their overall clinical learning environment.
Moreover, findings confirmed that a positive clinical learning environment played a crucial role in developing
students' professional identity. Recommendations: Educational workshops should be conducted for nurse educators to
increase their awareness about the concept of professional identity and how to develop it for nursing students.
Clinical facilitators and nurses in clinical unit should be cooperated to construct a comprehensive, positive, and
effective environment for clinical learning to students to improve their professional identity

Keywords