Nursing nursing professional identity assignment- part ii


Nursing Professional Identity

Santiago Valdes

NSG 3050 Trans to Baccalaureate Nsg

Galen College of Nursing

Sandra White

July 30, 2023

Nursing Professional Identity

Becoming a professional nurse requires a distinct professional identity, theoretical knowledge, and clinical skills. This identity, honed over years of education and practice, encompasses ethical comportment, moral courage, emotional intelligence, clarified values, and effective mentorship. It also requires us to set, pursue, and achieve short- and long-term goals. This paper will explore my development as a baccalaureate nurse, rooted in guidelines established by the American Association of Colleges of Nursing (AACN) in their Essentials-Domain 9 (Potthoff et al., 2023): Professionalism. I aim to weave these elements together into a cohesive narrative that illustrates the evolving foundation of my nursing professional identity, its characteristics, and the challenges and triumphs I face in my progression will be discussed, providing an in-depth reflection and analysis of my growth within the nursing profession. The thesis underpinning this exploration contends that building a solid professional nursing identity is integral to personal career success and delivering exceptional patient care. In this paper, I embark on a journey of introspection and exploration to identify and articulate my professional identity as a Registered Nurse on achieving a Bachelor of Science in Nursing (BSN) degree.

My Pathway to Choosing Nursing Profession

I have always found the idea of helping others and positively impacting people’s lives fascinating. I decided to pursue a nursing career because it perfectly blends my inherent empathy, scientific curiosity, and desire to help those in need. For me, nursing is not just a career; it’s a calling and commitment to use knowledge and skills to better the lives of others. It presents an opportunity to extend comfort and healing during vulnerable times in individuals’ lives, which I find incredibly fulfilling. Moreover, the dynamic nature of the field, with its continuous learning opportunities and wide range of specializations, appealed to my thirst for knowledge and passion for lifelong learning. Lastly, I was drawn to nursing because it values and requires a balance of technical skills, evidence-based practice, interpersonal connections, and emotional intelligence, which align perfectly with my personal strengths and professional aspirations.

My Philosophy of Nursing

My nursing philosophy is entrenched in compassion, empathy, and unwavering commitment to patient-centered care. Nursing is a profession, vocation, and calling to serve others in their most vulnerable moments. My philosophy centers on holistic care that treats patients considering their physical, psychological, social, and spiritual needs (Frisch & Rabinowitsch, 2019). Each patient is unique, with their own experiences, beliefs, and values that require an individualized approach to their care. I strongly advocate for patients’ autonomy, ensuring they are always informed about their health status and have the opportunity to participate in the decision-making process. My values and beliefs are the bedrock of my nursing practice and significantly contribute to forming my professional identity. I value respect for the dignity and worth of every individual, regardless of their background, health status, or personal circumstances. This guides my interactions with patients and reinforces my dedication to equitable healthcare. Further, I believe in the value of collaboration and teamwork. No nurse is an island, and we are often most effective when working in synergy with colleagues from countless disciplines, all aiming towards the common goal of ensuring the well-being of our patients.

Professional Strengths and Opportunities for Growth

Among my professional strengths are empathy and communication. Empathy allows me to understand and share my patients’ feelings, making me an effective caregiver. It helps me develop deeper connections with patients, gaining their trust and making them feel seen and heard. Communication is instrumental in my role as a nurse. It allows me to effectively convey critical information to patients, their families, and the healthcare team, ensuring continuity and quality of care (Li et al., 2019).

Regarding growth opportunities, I see room for improvement in conflict management. Conflicts inevitably arise, being in a fast-paced, high-stress environment like healthcare. Enhancing my skills will help me navigate challenging situations more efficiently and foster better colleague relationships. Also, with the constant evolution in medical technology, I need to continually update my technical skills to keep up with the latest advancements in healthcare. This lifelong learning approach will be essential in remaining competent and effective in my practice.

Transition to the Baccalaureate Role

My transition to the baccalaureate role stage reflects the ‘Neutral Zone’ phase of William Bridges’ Model of Transition, where the old realities and identities have been dismantled, but the new ones have yet to be fully formed. This is a period of exploration, ambiguity, and considerable confusion as I grapple with higher expectations and greater responsibilities that come with a baccalaureate role (Prabhakar et al., 2019). As an aspiring BSN nurse, my roles and responsibilities have broadened beyond patient care, including leadership, management, and interprofessional addition, my understanding of nursing theories and their application in professional practice is undergoing a transformative process. It’s a unique time where I’m progressively adapting to a comprehensive understanding of nursing practice and integrating it into my existing skills and knowledge base. The Bridges’ Model of Transition, often cited for its profound insights into the human response to change, serves as my compass as I navigate the ambiguities of my professional journey. I am currently entrenched in the ‘Neutral Zone,’ a stage of uncertainty and confusion (Miner, 2019). However, this phase also presents a unique opportunity for introspection and renewal, allowing me to use the ‘space’ it provides as a launchpad for creative thinking and innovation. This transformational perspective encourages me to perceive inherent uncertainties as catalysts for growth.

In times of uncertainty, this model helps me harness my potential by urging me to experiment with novel ideas and strategies. Herein lies the opportunity to redefine my professional practice, allowing me to expand my capabilities and find new avenues of growth. This phase, while challenging, is fertile ground for unearthing new possibilities and perspectives that I can integrate into my professional identity.

The Bridges model will remain an invaluable guide as I transition towards the ‘New Beginning’ stage. It will give me the necessary frameworks to embrace my evolving professional identity. This period of acceptance and integration will foster a renewed sense of purpose, a key component in actualizing my potential. Understanding the nature of these transitions, as articulated by Graf et al. (2020) in their seminal work on transitions theory, is instrumental to navigating change successfully. It provides me with the necessary roadmap to guide my journey. It prepares me to respond to changes and to adapt, learn, and grow through the process. This transition, therefore, is about surviving change. It is about capitalizing on opportunities it presents and cultivating an enriched professional identity. Understanding the nature of transitions and the power of models like Bridges equips me with the resilience, adaptability, and vision needed to navigate my future role successfully.


Choosing a career in nursing was driven by my empathy, scientific curiosity, and desire to positively impact others’ lives. My nursing philosophy is rooted in compassion and patient-centered care, valuing individual dignity, autonomy, and collaboration. As I transition to a baccalaureate role, I acknowledge my strengths in empathy and communication while seeking growth in conflict management and technical skills. This stage mirrors the ‘Neutral Zone’ in Bridges’ Model of Transition, characterized by exploration and uncertainty. Despite these challenges, I embrace this transformative journey, using periods to foster creativity in my practice. Building a solid professional nursing identity is integral to personal career success and exceptional patient care. I am committed to continuous learning, professionalism, and excellence.


Frisch, N. C., & Rabinowitsch, D. (2019). What’s in a Definition? Holistic Nursing, Integrative Health Care, and Integrative Nursing: Report of an Integrated Literature Review.
Journal of Holistic Nursing,
37(3), 260–272.

Graf, A. C., Jacob, E., Twigg, D., & Nattabi, B. (2020). Contemporary nursing graduates’ transition to practice: A critical review of transition models.
Journal of Clinical Nursing,
29(15-16), 3097–3107.

Li, J., Li, X., Gu, L., Zhang, R., Zhao, R., Cai, Q., Lu, Y., Wang, H., Meng, Q., & Wei, H. (2019). Effects of Simulation-Based Deliberate Practice on Nursing Students’ Communication, Empathy, and Self-Efficacy.
Journal of Nursing Education,
58(12), 681–689.

Miner, L. A. (2019). Transition to Nursing Academia: A Positive Experience.
The Journal of Continuing Education in Nursing,
50(8), 349–354.

Potthoff, M., Kirkpatrick, A. J., & Jizba, T. A. (2023). Interprofessional primary palliative care: Do the AACN Essentials prepare nurses for collaborative practice?
Journal of Professional Nursing,
46, 197–204.

Prabhakar, A. S., Stolterman, E., & Šabanović, S. (2019). Understanding Life Transitions.
Proceedings of the 2019 CHI Conference on Human Factors in Computing Systems.

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