Integrating the Conceptual Model of Professional Identity in Nursing Into a Concept-Based Undergraduate Curriculum

Abstract

Professional identity is increasingly recognized as a foundational component of nursing education, shaping how nurses think, act, and feel within the discipline. Registered nurses with a well-developed professional identity demonstrate stronger adherence to ethical standards, engage in lifelong learning, and contribute to improved client outcomes, job satisfaction, and workforce retention. Despite its importance, limited guidance exists on how to intentionally integrate professional identity into nursing curricula. The purpose of this article is to describe how one Canadian school of nursing integrated the conceptual model of professional identity in nursing (Joseph, Edmonson, et al., 2023) into an undergraduate concept-based curriculum. Guided by a backward design approach, we aligned the program’s philosophy, outcomes, and concept streams with the domains and concepts of the conceptual model of professional identity in nursing. The integration process was examined across three levels of curriculum: the curriculum as planned, the curriculum as lived, and the hidden curriculum.

The integration process revealed several challenges, including distinguishing professional identity formation from professionalism, achieving faculty buy-in, and addressing the emergent rather than linear aspects of professional identity development. Opportunities for growth were identified in areas such as fostering inclusive learning environments, creating meaningful evaluation strategies, and engaging clinical partners. Purposeful integration of the professional identity model strengthened alignment across the program’s philosophy, conceptual framework, and outcomes while addressing gaps noted in accreditation reviews. The purpose of embedding professional identity within a concept-based curriculum is to promote the development of graduates who embody professional identity as registered nurses—ultimately enhancing client care, advancing the nursing profession, and offering a model for other nursing programs seeking to integrate professional identity into their curricula.