Portuguese nurses’ perceptions of how educational models influence professional identity and practice

Abstract

ABSTRACT Objectives: to understand how the Traditional and Social Constructivist models used by nurse educators influence Portuguese nurses’ professional identity formation and clinical practice. Methods: descriptive, qualitative study guided by the ego-ecological theory of Zavalloni and Louis-Guérin. Data were generated by exploring responses to the Psychosocial Identity Inventory in representational units of identification with and differentiation from nurse educators, complemented by interviews conducted using recommended techniques. Results: nurses identified with educators aligned with the Social Constructivist Model and distanced themselves from or opposed those aligned with the Traditional Model. Findings revealed leadership roles and obstacles within the identification and differentiation groups. Final Considerations: within the Social Constructivist Model, the influence of educators on nurses’ professional identity formation and clinical practice proved more effective. Encouraging nurses to assume a critical and transformative role supports professional development and strengthens a culture of leadership oriented toward the quality of care and innovation.