# Exploring the Influencing Factors of Professional Identity in Geriatric Nursing Among Undergraduate Nursing Interns From a Life Course Perspective: A Qualitative Study

## TL;DR

This study explores how nursing students develop their professional identity in geriatric care through life experiences, education, and societal influences.

## Contribution

The study introduces a life course perspective to understand the formation of professional identity in geriatric nursing among undergraduate students.

## Key findings

- Professional identity in geriatric nursing is shaped by early life experiences and emotional connections with older adults.
- Educational and clinical experiences present challenges and opportunities for identity development.
- Societal factors and realistic career considerations influence students' commitment to geriatric nursing.

## Abstract

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.

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.

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.

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.

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.