essay about nursing as a profession

Essay Service Examples Life Nurse

Nursing as a Profession Essay

Table of contents

The appeal of nursing, nursing challenges.

• Proper editing and formatting
• Free revision, title page, and bibliography
• Flexible prices and money-back guarantee

Our writers will provide you with an essay sample written from scratch: any topic, any deadline, any instructions.

Cite this paper

Related essay topics.

Get your paper done in as fast as 3 hours, 24/7.

Related articles

Most popular essays

• Why I Want to Be a Nurse

When Lisa was a girl, she always knew she wanted to save lives. She watched her neighbor who was a...

• Perspective

As we have moved through the 21st century, the role of a midwife has significantly changed. The...

• Spirituality

This essay will be exploring what spirituality is and why it should be incorporated in holistic...

This essay will discuss communication and teamwork, by choosing these two essential skills in not...

Nurse Practitioner is a great occupation for me because it satisfies my personality, interests,...

I have wished to be a neonatal nurse since before I could even remember. Something about their...

Nurses are skilled and trained professionals who take care of people when they are sick. Nurses...

• Personal Goals

“Where there is a will, there is a way. If there is a chance in a million that you can do...

The job I picked was a pediatric nurse practitioner and I picked this job because I wanted a job...

Join our 150k of happy users

• Get original paper written according to your instructions
• Save time for what matters most

Fair Use Policy

EduBirdie considers academic integrity to be the essential part of the learning process and does not support any violation of the academic standards. Should you have any questions regarding our Fair Use Policy or become aware of any violations, please do not hesitate to contact us via [email protected].

We are here 24/7 to write your paper in as fast as 3 hours.

Provide your email, and we'll send you this sample!

By providing your email, you agree to our Terms & Conditions and Privacy Policy .

Say goodbye to copy-pasting!

Get custom-crafted papers for you.

Enter your email, and we'll promptly send you the full essay. No need to copy piece by piece. It's in your inbox!

Essay Curve

Essay on Nursing As A Profession – Short & Long Essay Examples

Essay on Nursing As A Profession: Nursing is a noble profession that requires dedication, compassion, and a strong sense of responsibility. In this essay, we will explore the importance of nursing as a profession, the skills and qualities needed to succeed in this field, and the impact that nurses have on the healthcare system. From providing direct patient care to advocating for better healthcare policies, nurses play a crucial role in promoting health and well-being in our society.

Table of Contents

Nursing As A Profession Essay Writing Tips

1. Start by introducing the topic of nursing as a profession and why it is important in the healthcare field. You can mention the role of nurses in providing care, support, and education to patients.

2. Provide a brief history of nursing as a profession, highlighting key milestones and developments that have shaped the field over the years. This can help to give context to the importance of nursing in healthcare.

3. Discuss the education and training required to become a nurse, including the different pathways available such as obtaining a nursing degree or diploma. Highlight the importance of ongoing education and professional development in nursing.

4. Explain the various roles and responsibilities of nurses in different healthcare settings, such as hospitals, clinics, and long-term care facilities. Discuss the diverse range of specialties and career opportunities available to nurses.

5. Highlight the qualities and skills that are essential for a successful nursing career, such as compassion, empathy, critical thinking, and communication skills. Discuss the importance of professionalism and ethical behavior in nursing practice.

6. Address the challenges and rewards of working as a nurse, including the physical and emotional demands of the job, as well as the satisfaction of making a positive impact on patients’ lives.

7. Discuss the current trends and issues facing the nursing profession, such as the nursing shortage, increasing demand for healthcare services, and the need for diversity and inclusion in the nursing workforce.

8. Offer insights into the future of nursing as a profession, including advancements in technology, changes in healthcare delivery models, and the evolving role of nurses in promoting health and wellness.

9. Conclude your essay by summarizing the key points discussed and emphasizing the importance of nursing as a profession in providing quality healthcare to individuals and communities.

10. Proofread and edit your essay to ensure clarity, coherence, and accuracy in your writing. Consider seeking feedback from peers or instructors to improve the overall quality of your essay on nursing as a profession.

Essay on Nursing As A Profession in 10 Lines – Examples

1. Nursing is a noble profession that involves caring for individuals of all ages and backgrounds. 2. Nurses play a crucial role in promoting health, preventing illness, and providing compassionate care to patients. 3. The profession requires a combination of clinical skills, critical thinking, and emotional intelligence. 4. Nurses work in a variety of settings, including hospitals, clinics, schools, and community health centers. 5. They collaborate with other healthcare professionals to develop and implement treatment plans for patients. 6. Nursing requires continuous learning and professional development to stay current with advancements in healthcare. 7. Nurses often work long hours, including nights, weekends, and holidays, to ensure round-the-clock care for patients. 8. The profession can be physically and emotionally demanding, requiring resilience and self-care strategies. 9. Nurses must adhere to ethical standards and maintain patient confidentiality at all times. 10. Despite the challenges, nursing is a rewarding profession that allows individuals to make a positive impact on the lives of others.

Sample Essay on Nursing As A Profession in 100-180 Words

Nursing is a noble profession that requires dedication, compassion, and a strong commitment to caring for others. Nurses play a crucial role in the healthcare system, providing essential support to patients and their families during times of illness and injury.

As healthcare professionals, nurses are responsible for assessing patients, administering medications, and providing emotional support. They work closely with doctors and other healthcare providers to ensure that patients receive the best possible care.

Nursing is not just a job, but a calling. It requires a unique blend of technical skills, critical thinking, and empathy. Nurses must be able to think quickly on their feet, make decisions under pressure, and communicate effectively with patients and their families.

Overall, nursing is a rewarding profession that offers the opportunity to make a real difference in the lives of others. It requires hard work and dedication, but the impact that nurses have on their patients is immeasurable.

Short Essay on Nursing As A Profession in 200-500 Words

Nursing is a profession that is essential to the healthcare industry. Nurses play a crucial role in providing care to patients and promoting health and wellness. Nursing is a profession that requires a unique combination of knowledge, skills, and compassion. Nurses work in a variety of settings, including hospitals, clinics, long-term care facilities, and community health centers.

One of the key aspects of nursing as a profession is the focus on patient care. Nurses are responsible for assessing patients’ needs, developing care plans, and implementing interventions to promote healing and recovery. They also provide emotional support to patients and their families during times of illness or injury. Nurses must be skilled in communication, critical thinking, and problem-solving in order to provide the best possible care to their patients.

In addition to providing direct patient care, nurses also play a role in educating patients about their health conditions and how to manage them. Nurses may also work in research, administration, or education roles within the healthcare industry. Nursing is a diverse profession that offers a wide range of career opportunities for those who are passionate about helping others and making a difference in the lives of patients.

Nursing is a profession that requires a high level of education and training. Nurses must complete a nursing program and pass a licensing exam in order to practice. Many nurses choose to pursue advanced degrees or certifications in specialized areas of nursing, such as pediatrics, oncology, or critical care. Continuing education is also important for nurses to stay current on the latest developments in healthcare and to maintain their licensure.

Nursing is a demanding profession that requires long hours, physical stamina, and emotional resilience. Nurses often work in high-stress environments and must be able to think quickly and make decisions under pressure. Despite the challenges, nursing can be a rewarding and fulfilling career for those who are dedicated to helping others.

In conclusion, nursing is a profession that is vital to the healthcare industry. Nurses play a critical role in providing care to patients, promoting health and wellness, and educating the public about healthcare issues. Nursing requires a unique combination of knowledge, skills, and compassion, and offers a wide range of career opportunities for those who are passionate about helping others. Nursing is a demanding profession, but it can also be incredibly rewarding for those who are dedicated to making a difference in the lives of patients.

Essay on Nursing As A Profession in 1000-1500 Words

Nursing is a profession that is often overlooked and underappreciated, yet it plays a crucial role in the healthcare system. Nurses are the backbone of the healthcare industry, providing care and support to patients in a variety of settings. From hospitals to nursing homes to community health centers, nurses are there to help patients navigate their healthcare journey and provide them with the care they need to recover and thrive.

Nursing is not just a job, it is a profession that requires a unique set of skills and qualities. Nurses must be compassionate, empathetic, and patient, as they often work with patients who are in pain or distress. They must also be skilled in critical thinking and problem-solving, as they are responsible for assessing patients’ needs and developing a plan of care to meet those needs. Nurses must be able to work well under pressure, as they often face high-stress situations and must be able to think quickly and act decisively to ensure the safety and well-being of their patients.

One of the key aspects of nursing as a profession is the focus on holistic care. Nurses are trained to care for the whole person, not just their physical symptoms. They take into account the patient’s emotional, social, and spiritual needs, and work to provide care that addresses all aspects of their well-being. This holistic approach to care sets nursing apart from other healthcare professions and allows nurses to develop deep and meaningful relationships with their patients.

Another important aspect of nursing as a profession is the emphasis on lifelong learning and professional development. Nursing is a constantly evolving field, with new research and technologies emerging all the time. Nurses must stay up-to-date on the latest developments in healthcare in order to provide the best possible care to their patients. This commitment to lifelong learning is reflected in the educational requirements for nurses, who must complete a rigorous program of study and pass a licensing exam in order to practice.

Nursing is also a profession that offers a wide range of career opportunities. Nurses can specialize in a variety of areas, such as pediatrics, oncology, or mental health, and can work in a variety of settings, from hospitals to schools to research institutions. Nurses can also advance their careers by pursuing advanced degrees or certifications, such as becoming a nurse practitioner or a nurse educator. The flexibility and diversity of career options in nursing make it an attractive profession for those who are passionate about helping others and making a difference in the world.

Despite the many rewards of nursing as a profession, it is not without its challenges. Nurses often work long hours, including nights, weekends, and holidays, and may be required to work in high-stress environments. They may also face physical and emotional strain from caring for patients who are suffering or in pain. Additionally, nurses may face burnout and compassion fatigue from the demands of their work, which can lead to feelings of exhaustion and disillusionment.

Despite these challenges, nursing remains a highly respected and rewarding profession. Nurses have the opportunity to make a real difference in the lives of their patients, providing them with care, comfort, and support when they need it most. Nurses are often the first point of contact for patients in the healthcare system, and their compassion and expertise can have a profound impact on the patient’s experience and outcomes.

In conclusion, nursing is a profession that is both challenging and rewarding. Nurses play a crucial role in the healthcare system, providing care and support to patients in a variety of settings. Nursing requires a unique set of skills and qualities, including compassion, empathy, and critical thinking. Nurses are trained to provide holistic care that addresses the physical, emotional, social, and spiritual needs of their patients. Nursing offers a wide range of career opportunities and the chance to make a real difference in the lives of others. Despite the challenges of the profession, nursing remains a highly respected and fulfilling career choice for those who are passionate about helping others and making a difference in the world.

Related Essays

Essay on A Visit To A Fair – 10 Lines, 100 to 1500 Words

Value of Games And Sports – Essay in 10 Lines, 100 to 1500 Words

Essay on Importance of Teacher – 100, 200, 500, 1000 Words

Essay on A Visit To A Museum – 100, 200, 500, 1000 Words

Essay on Effect of Social Media On Youth

Essay on Shri Guru Nanak Dev Ji – Short & Long Essay Examples

Essay on Nuclear Family – Short Essay & Long Essay upto 1500 Words

Essay on Anudeep Durishetty – 10 Lines, 100 to 1500 Words

Essay on Non Violence – Samples, 10 Lines to 1500 Words

Covid 19 Responsive School – Essay in 10 Lines, 100 to 1500 Words

Leave a Comment Cancel reply

Save my name, email, and website in this browser for the next time I comment.

Essay Sample on Why I Want to Be A Nurse

Nursing is a rewarding and challenging career that has the power to make a real difference in people’s lives. Whether your motivation is to help others, attain financial freedom, or both, writing a “Why I Want To Be A Nurse” essay is an excellent opportunity to express your passion and commitment to the field.

In this article, we’ll explore the reasons why you might want to become a nurse and provide you with helpful tips and inspiration for writing a powerful and persuasive essay .

Why I Want to Be A Nurse (Free Essay Sample)

Nursing is a career that offers a unique combination of hands-on care and emotional support to those in need. There are many reasons why someone might choose to become a nurse, including:

The Empathy and Altruism of Nursing

I have a strong desire to help people and hope to become a nurse. I think nursing is the best way for me to make a difference in other people’s lives because it combines my natural empathy and desire to help people. Nursing gives me a chance to positively touch people’s lives, which has always attracted me to the thought of doing so.

I saw the beneficial effects that nurses may have on people’s life as a child. I have always been moved by the kindness and concern they have for their patients. The small gestures of kindness, like holding a patient’s hand or speaking encouraging words, have always touched me. I think nurses have a special power to change people’s lives and leave a lasting impression, and I want to contribute to that.

Additionally, I think that becoming a nurse is a great and selfless job. To provide for their patients and ensure they are secure and comfortable, nurses put their own needs on hold. I absolutely respect this kind of dedication to helping others, and I aim to exhibit it in my own nursing career.

The Economic Benefits of Nursing

The financial stability that comes with being a nurse is one of the reasons I wish to pursue this career. Nursing is a field that is in high demand, which translates to a wealth of job opportunities and competitive salaries.  This profession offers the chance for a stable income, which makes it a good choice for people who want to secure their financial future.

Nursing not only gives economic freedom but also a flexible work schedule that promotes a healthy work-life balance. Many nurses can choose to work part-time or in a variety of places, such as clinics, hospitals, and schools..

A Love for the Science and Art of Nursing

To succeed in the unique field of nursing, one must have both artistic talent and scientific knowledge. This mix is what initially drew me to the thought of becoming a nurse. The human body and its mechanisms have always captivated me, and I enjoy learning about the science that underpins healthcare. But nursing requires more than just a scientific knowledge of the body. It also requires an artistic understanding of the patient and their needs.. Nursing is a demanding and fulfilling job since it combines science and art, which is why I’m drawn to it.

I saw as a child the effect nurses had on patients and their families. Their compassion and understanding have motivated me to seek a profession in nursing because they frequently offer comfort and help in the hardest of situations. My enthusiasm for the science and art of nursing will undoubtedly help me to have a good influence on other people’s lives. I want to work as a nurse and improve the lives of the people I take care of, whether it be by giving medication, educating patients, or just being a reassuring presence.

Continuous Professional Development in Nursing

I think the nursing industry is dynamic and always changing, which gives people a lot of chances to learn and grow. I would have the chance to continuously advance my knowledge and abilities in this sector if I choose to become a nurse. In turn, this would enable me to better care for my patients and stay abreast of professional developments.

There are several different nursing specialties available as well. There are many options, including critical care, pediatrics, gerontology, and surgical nursing. Because of the variety of disciplines available, nurses have the chance to develop their interests and find their niche. 

I am certain that a career in nursing will provide me the chance to pursue my passion for healthcare while also allowing me to grow professionally.

Nursing is a fulfilling and noble career that offers a mix of hands-on care, emotional support, and professional growth. I am inspired by the positive impact nurses have on patients and their families and aim to offer my own empathy and compassion. The nursing industry is constantly changing, providing ample opportunities for growth and job prospects with financial stability. The ultimate reward in a nursing career is the satisfaction of making a difference in people’s lives.

Tips for Writing A Compelling Why I Want To Be A Nurse Essay

Now that you understand the reasons why someone might want to become a nurse, it’s time to learn how to write a compelling essay. Here are some tips and strategies to help you get started:

Create an Outline

Before you start writing, it’s important to identify the main points you’ll discuss in your essay. This will help you stay organized and make your essay easier to read.

Start with an Attention-grabbing Introduction

Your introduction is your chance to make a good first impression and engage the reader. Start with a hook that captures the reader’s attention, such as a surprising statistic or personal story .

Be Specific and Personal

Rather than making general statements about why you want to become a nurse, be specific and personal. Share your own experiences, motivations, and passions, and explain why nursing is the right career choice for you.

Highlight your Skills and Qualifications

Nursing is a demanding and complex profession that requires a wide range of skills and qualifications. Be sure to highlight your relevant skills, such as compassion, communication, and problem-solving, and explain how they make you a good fit for the nursing field.

Related posts:

• The Great Gatsby (Analyze this Essay Online)
• Pollution Cause and Effect Essay Sample
• Essay Sample on How Can I Be a Good American
• The Power of Imaging: Why I am Passionate about Becoming a Sonographer

Improve your writing with our guides

Youth Culture Essay Prompt and Discussion

Why Should College Athletes Be Paid, Essay Sample

Reasons Why Minimum Wage Should Be Raised Essay: Benefits for Workers, Society, and The Economy

Get 15% off your first order with edusson.

Connect with a professional writer within minutes by placing your first order. No matter the subject, difficulty, academic level or document type, our writers have the skills to complete it.

100% privacy. No spam ever.

Nursing Profession: Why to Become a Nurse? Essay

• To find inspiration for your paper and overcome writer’s block
• As a source of information (ensure proper referencing)
• As a template for you assignment

Nursing is a profession that has several significant advantages that motivate people to pursue it. Primarily, it is a field of education that allows people to build successful careers and gain the knowledge and skills to help others. Nurses have an excellent opportunity to get a high-quality education and to work in a decent environment. Furthermore, being a nurse allows people to fulfil their desire to help others and be of service to society in general. Therefore, I want to become a nurse because this profession will enable me to acquire significant knowledge and skills and realize my desire to help others.

Obtaining quality knowledge is one of the main reasons why I want to become a nurse. In this regard, access to a significant amount of evidence-based information for nursing students is vital (Daly & Jackson, 2020). Access to educational information and practice opportunities allows nurses to develop lifelong professional skills, which is a distinct advantage. In addition, the nurse’s professional development combines with the opportunity to help people in difficult situations. It is also essential to understand that nursing work involves several difficulties, including complex learning and stressful working experiences. Nevertheless, I consider these challenges insignificant since the desire to develop and help people allows me to ignore them. Overall, the contributions to society and individuals’ lives provide additional motivation to gain theoretical and practical knowledge.

People’s aspirations to become a nurse are based on the many benefits of this profession. Nursing is an appropriate choice for people who are eager to help others and ready to study and work hard for the greater well-being of society. The nursing profession also offers good educational and working conditions, which provides nurses with the opportunity for continuous professional development. Thus, the possibility of constant professional development and the potential to benefit society are the main reasons I want to become a nurse.

Daly, J., & Jackson, D. (2020). Contexts of Nursing : An introduction . Elsevier.

• Bacterial Meningitis in Nursing
• Inattention in Patient-Nurse Relationships
• Managing People in the Bank of America
• Lifelong Learning and Older Adults Care
• Lifelong Learning in Bedside Nursing
• Professional Burnout Syndrome in Nurses
• How Nursing Professionals Can Benefit From Servant Leadership
• Diabetic Foot Ulcer and Its Management
• The Educational Perspectives in Nursing
• Mental Health Nurse’s Communication With Patients and Families
• Chicago (A-D)
• Chicago (N-B)

IvyPanda. (2024, January 17). Nursing Profession: Why to Become a Nurse? https://ivypanda.com/essays/nursing-profession-why-to-become-a-nurse/

"Nursing Profession: Why to Become a Nurse?" IvyPanda , 17 Jan. 2024, ivypanda.com/essays/nursing-profession-why-to-become-a-nurse/.

IvyPanda . (2024) 'Nursing Profession: Why to Become a Nurse'. 17 January.

IvyPanda . 2024. "Nursing Profession: Why to Become a Nurse?" January 17, 2024. https://ivypanda.com/essays/nursing-profession-why-to-become-a-nurse/.

1. IvyPanda . "Nursing Profession: Why to Become a Nurse?" January 17, 2024. https://ivypanda.com/essays/nursing-profession-why-to-become-a-nurse/.

Bibliography

IvyPanda . "Nursing Profession: Why to Become a Nurse?" January 17, 2024. https://ivypanda.com/essays/nursing-profession-why-to-become-a-nurse/.

Writing an Outstanding Application Nursing Essay

Embarking on the path to a nursing career involves navigating through various challenges and significant moments, with the nursing application essay standing out as a key component. This essential part of your application transcends mere formality; it presents a special chance for you to highlight your character, commitment, and aptitude for the nursing profession. In this detailed guide, we aim to explore the intricacies of creating a standout nursing application essay. Whether you’re just starting to explore the nursing field or are ready to submit your application, this article is your roadmap to success.

Understanding the Purpose of the Essay

What do nursing schools seek in your essay.

Nursing schools are looking for candidates with the academic qualifications and personal qualities essential for nursing. Your essay should reflect your compassion, empathy, commitment to the profession, and understanding of the nursing role.

The Essay’s Role in Your Application

Your application essay is your voice in the admission process. It’s where you can speak directly to the admissions committee, tell your story, and explain why you are drawn to the nursing field. This essay can be the deciding factor in your application, setting you apart from other candidates.

Preparing to Write

• Research: Aligning with the School’s Values

Prior to beginning your essay, it’s essential to familiarize yourself with the fundamental ideals and beliefs of the nursing school you’re applying to. Spend time browsing their website, absorbing their mission statement, and comprehending their perspective on nursing education. This crucial insight will help you tailor your essay to resonate with the school’s philosophy. This research will help you tailor your essay to resonate with their ethos.

• Self-reflection: Your Nursing Journey

Reflect on your experiences and why you chose nursing. Think about moments in your life that led you to pursue this career. These reflections will help you create an authentic and personal narrative.

• Brainstorming: Crafting Your Story

Take time to brainstorm ideas for your essay. Think about your strengths, experiences, and what aspects of nursing excite you. Make sure to note down these key points; they will be the essential framework for your essay.

Structuring Your Essay

• Introduction: Making a Strong First Impression

The introduction of your essay is your first chance to capture the reader’s attention. Begin with an engaging story, a meaningful personal experience, or a statement that makes the reader think. This approach will offer a window into your personality and highlight your enthusiasm for nursing.

• Body: Building Your Narrative

Organize the body of your essay around a few key experiences or ideas. Each paragraph should focus on a specific aspect of your journey or a particular quality you possess. Use examples from your life to demonstrate your commitment, compassion, and ability to overcome challenges.

• Conclusion: Leaving a Lasting Impression

Your conclusion should wrap up your essay by summarizing the key points and reaffirming your interest and readiness for a nursing career. This is your final chance to remind the admissions committee why you are a suitable candidate.

Writing Tips and Best Practices

• Clarity and Conciseness

Keep your writing clear and concise. Avoid unnecessary jargon and be direct in your storytelling. Remember, the admissions committee reads many essays, so getting your point across quickly is crucial.

• Authenticity: Be Yourself

Your essay should reflect your true self. Don’t try to be someone you’re not. Honesty and sincerity will resonate more than trying to fit a certain mold you think the school wants.

• Using Specific Examples

Provide specific life examples rather than general statements about your passion for nursing. This might include volunteering, personal experiences with healthcare, or moments of inspiration from other nurses.

• Attention to Technical Details

Proofread your essay multiple times for grammar, spelling, and punctuation errors. Also, adhere to the nursing school’s formatting guidelines, such as word count and font size.

Common Mistakes to Avoid

• Steering Clear of Clichés and Generalities

Clichés and overused phrases can make your essay sound generic. Instead, focus on providing unique insights and personal experiences that highlight individuality.

• Directly Answering the Essay Prompt

It’s crucial to stay on topic and answer the essay prompt directly. Deviating from the prompt can lead the admissions committee to question your attention to detail and ability to follow instructions.

• Avoiding Excessive Jargon

Revising and Refining Your Essay

• The Importance of Drafts and Revisions

Your first draft is just the beginning. Be prepared to revise and refine your essay several times. This process helps fine-tune your message and improve the overall flow and clarity.

• Seeking Feedback

Get feedback on your essay from mentors, teachers, or peers. They can provide valuable insights and suggest improvements you might not have considered.

• Final Proofreading

Before submitting your essay, do a thorough proofreading. Check for grammatical errors or typos, and ensure your essay adheres to the specified word limit and formatting requirements.

Crafting your nursing application essay is an opportunity for self-reflection and a chance to convey your zeal for nursing. It’s important to remain authentic, be truthful in your narrative, and allow your sincere passion for nursing to be evident. With careful preparation, thoughtful structure, and attention to detail, your essay can prove your readiness for a nursing career.

Table of content

Crafted with Care:

Nursing Essays!

Precision, Passion, & Professionalism in Every Page.

• Subscribe to journal Subscribe
• Get new issue alerts Get alerts

Secondary Logo

Journal logo.

Colleague's E-mail is Invalid

Your message has been successfully sent to your colleague.

Save my selection

Always a Nurse

A profession for a lifetime.

Sanford, Kathleen D. DBA, RN, FACHE, FAAN

CommonSpirit Health, Chicago, Illinois.

Correspondence: Kathleen D. Sanford, DBA, RN, FACHE, FAAN, CommonSpirit Health, 444 W. Lake St, Ste 2500, Chicago, IL 60606 ( [email protected] ).

The author declares no conflict of interest.

A single career in nursing may encompass numerous and very different positions. Nurses are aware they can select from a variety of specialties, as they choose to learn additional skills or pursue new opportunities. Today's nurses use their intelligence, experience, and holistic concern for all people in more diverse arenas than ever before. This article is followed by a series of first-person accounts of jobs that may not, on first consideration, look like nursing roles. These professionals have not left nursing. They have carried their healing energy, grounding in the nursing process, as well as a desire to improve the well-being of others with them, because they are nurses.

WHAT, exactly, is a nurse? Is he or she simply a person who graduated from an accredited school of nursing? Or, are nurses persons who successfully passed, in the United States at least, one of the state boards of nursing examinations? Does pursuing a career outside of what has historically been considered mainstream health care mean that an individual should no longer identify with the profession? Or, is a nurse only a nurse when his or her professional role involves direct patient (or direct client) interactions and care?

For most of the public, the primary visual image of nurses is probably a group of (mostly) women dressed in scrubs, who perform a variety of personal care or technical procedures in a hospital or clinic setting. Some older individuals may still envision women in white uniforms. Others, who have recently interacted with them outside of acute care, might include both men and women in business clothes, military uniforms, or laboratory coats in their description. They may have encountered nurses in homes, schools, office buildings, birthing centers, rehabilitation centers, prisons, drugstores, or freestanding urgent care and emergency facilities.

All of these depictions have one thing in common: all the nurses in these environments are seen in roles that involve direct interactions with those they are serving. In other words, it is recognized that nurses work in a variety of settings, but very few people would associate an image of, say, a virtual clinician or an executive in an office with “nurse.”

Nurses themselves might recognize the emergence of the virtual role as an appropriate specialty for their profession. However, some may not accept that a person who no longer provides personal care is still performing the role of a nurse. (The exceptions to this may be nurses in public health positions or college professors who are part of educating nurses in schools of nursing.) Gail Latimer, MSN, RN, FACHE, FAAN, recipient of the 2019 American Organization for Nursing Leadership (AONL) Lifetime Achievement Award, referred to this way of thinking when she was interviewed at the AONL annual meeting. She stated that some colleagues could not understand why she would go to work for a large information technology (IT) company. They told her she was “going to the dark side.” Gail, who has helped a myriad of nurses understand how technology can help patients and their caregivers, said, “Innovation is happening in industry. Nurses need to take jobs there. Who better than Florence Nightingale's professional descendants to bring the lamp of caring to the world in every way? We are able to light the corners while carrying the badge that we once touched patients.”

Some nurses whose career journeys include jobs outside of the public's conception of the prototypical nurse may agree they are “no longer caregivers.” Many, however, continue to see themselves as nurses. They are proud of their nursing roots and realize that their successes, their belief systems, and the very core of their beings are the results of being a lifetime member of a very special profession: Nursing.

THE MANY FACES OF NURSING IN HEALTH CARE

Nurses can be found in a variety of health care organization roles that do not include individual hands-on patient care. These include positions in management, executive practice, education, quality, patient experience, safety, human resources, recruiting, infection control, advocacy, chaplaincy, finance, care management, medical records, audit, insurance, strategy, supply chain, legal affairs, communications, compliance, and any number of other “business” activities. Hospitals and others have long recognized the value of unique skills that nurses bring to “non-nursing” jobs.

Management and executive roles filled by nurses may either be nursing specific (such as shift supervisors, unit managers, or chief nurse executives) or general health care management (such as chief executive officers [CEOs], chief operation officers, or formal leaders of non-nursing departments). Management is a specialty, a distinction that not all nurses recognize. Those who manage (and lead) well have defined characteristics, well documented in management literature. In fact, there is a large body of management theory and researched evidence-based practices for formal leaders. 1 The failure of many nurses and nurse educators to recognize nursing management and nurse executive practice as a specialty that needs specialized education and experience has resulted in some poorly prepared nurse managers. Since managers have position power that affects culture, morale, nurse engagement (and therefore patient engagement), turnover, quality, and any number of practice environment factors, this has been detrimental to the profession, individuals, and entire organizations. It has led to the placement of great clinical specialists into a new specialty for which they are inadequately prepared. Sometimes, they are neither ready to competently perform their management jobs nor ready to advocate for their nursing colleagues and patients. In some cases, their lack of preparation or suitability to the role has reinforced perceptions of other health care leaders that nurses are not interested in, or able to manage, budgets or finances. In addition, if nursing management was widely recognized as a specialty that is just as legitimate as medical, surgical, behavioral health, or critical care, perhaps, more nurses would understand that nurses in formal leadership positions have not “left” nursing ( Table 1 ).

Nurse CEOs are even more likely to be seen as no longer belonging to the nursing profession. Some have allowed their licenses to lapse; some do not use “RN” after their names. This is in stark contrast to physician CEOs, who consistently identify themselves as “doctors” (MD or DO). Others recognize that their nurse experience has enriched their professional lives and should give them more credibility as individuals who know that they are leading a clinical enterprise, not just a business that happens to provide health care. They are proud to claim nursing and to have other know that they have touched patients and can relate to the challenges faced by caregivers ( Table 2 ).

“Nurses as hospital administrators” is not a new phenomenon. In fact, historians Margarete Arndt and Barbara Bigelow have published several articles about the history of hospital management, as described in Table 3 .

A third group of nurses who are sometimes accused of having “left” nursing (and “joined” medicine) are those who have selected advanced practice specialties. Although they are educated in schools of nursing, have nursing licenses, have “nurse” in their specialty titles (nurse midwife, nurse anesthetist, nurse practitioner, etc), and are under the jurisdiction of state boards of nursing, they are sometimes not identified with the profession. By definition, physicians and advanced nurse practitioners are not the same:

Doctors, at their core, are scientists; they study diseases and how to cure them. Nurse practitioners, at their core, are healers. The vast majority began their careers as registered nurses, and focus their care on wellness of the whole body and mind. That's not to say that doctors never take a more holistic approach to health, or that Nurse Practitioners don't use scientifically tested treatments—there's plenty of overlap—but their basic approach to patient care differs at the philosophical level. 2

In addition, their biggest professional support continues to come from nursing organizations and nurse leaders who advocate for them and for laws/regulations that allow them to practice at the top of their licenses ( Table 4 ).

NURSES IN ROLES OUTSIDE OF TRADITIONAL HEALTH CARE

While most nurse leaders recognize the natural fit between nurses and health care roles that do not quite fit the stereotypes, many members of the public do not realize the variety of ways that nursing is practiced. They might be surprised to learn that there are organizations such as The American Association of Nurse Attorneys (TAANA) and the National Nurses in Business Association (NNBA).

They may know that nursing specialties include hospice, camp, cruise ship, public health, dialysis, correctional (prison), and flight nursing. These roles are still considered hands-on. Some community members may have crossed paths with nurses who are health coaches or who serve as occupational nurses, with responsibility for the health and safety of workers in industry. It is less likely that they are aware that nurses serve as informaticists, who combine the sciences of nursing and analytics; telehealth clinicians, who triage patients and help them discern next steps for care they may need; forensic nurses, with special training in protection of evidence, who care for the victims of trauma or violence in the criminal justice system; case managers, who coordinate an individual's care across the confusing landscape of a fragmented health system; or nurse writers, who compose educational/academic materials, author articles for journals or magazines, write history books, or even develop television and movie scripts that involve health care.

Nurses perform all of these roles and more. Some are also lobbyists for patients and the professionals who care for them. Some serve on boards, where they can bring the voice of these groups to decision tables. Others have determined that their knowledge and passion for healing individuals, communities, and nations can be most influential when they serve as elected officials. Table 5 describes nurse who have served (or are currently serving in) the Congress of the United States.

THE PAST, PRESENT, AND FUTURE FOR NURSING

There are multiple books that chronicle the history of nursing. Some record the life stories of individual nurses, such as Mary Eliza Mahoney, Edward Lynn, Clara Barton, John Hogan, Catherine McCauley, Walt Whitman, Juan Ciudad, and, of course, Florence Nightingale. Others, such as in the beautiful book by Patricia Donahue, Nursing, the Finest Art: An Illustrated History , 15 trace the history of a profession essential to the well-being of humanity.

The calendar is about to turn to the year 2020, which has been declared the Year of the Nurse and Midwife by the World Health Organization. Governments around the world have endorsed this, recognizing that the goal of universal health care will not be accomplished without these professionals. 2020 is also the 200th anniversary of the birth of Florence Nightingale and the third year of the international “Nursing Now” campaign, which has a goal of increasing worldwide health by improving the profile and status of nurses. Acknowledging the variety of roles that nurses play in their quest for universal “wellness” can help with that objective.

Today's nurses continue to use their intelligence, skill, experience, passion, and holistic concern for all people in more diverse arenas than ever before. This article is followed by a series of first-person accounts of jobs that might not, at first consideration, look like nursing roles. The nurse authors of these narratives are a very small sample of those who have pursued education and opportunities that took them away from the bedside, but who retain their identity as nurses. Every one of them speaks about how their nursing education (including training based on the Nursing Process—see Table 6 ) and experience as direct caregivers have provided the foundation for their lives and current work. They have not “left” their profession. They have carried nursing—embodied by their intellect, healing energy, love, and desire to improve the wellness of the world—with them ... because they are nurses.

• Cited Here |
• Google Scholar
• View Full Text | PubMed | CrossRef |

diverse nursing roles; nursing process; nursing specialties

• + Favorites
• View in Gallery

Readers Of this Article Also Read

Leading through chaos and complexity, nurse leader competencies: today and tomorrow, a complexity-informed model to guide nurse manager practice, understanding nurse perception of leader empathy, virtual nursing: the new reality in quality care.

Why Do You Want To Be a Nurse? 15 Reasons to Choose a Career in Nursing

If you’ve started submitting applications to nursing schools or told people that you want to be a nurse, you’re probably hearing the question, “Why do you want to be a nurse?” a lot.  

To be honest, it’s a fair question, and each person has their own reasons for wanting to become a nurse. If you’re reading this blog post and wondering if a nursing career is for you, here are the 15 top reasons to choose a career in nursing .

Popular Online RN-to-BSN Programs

Enrollment: Nationwide

WGU's award-winning online programs are created to help you succeed while graduating faster and with less debt. WGU is a CCNE accredited, nonprofit university offering nursing bachelor's and master's degrees.

• RN to BSN - Global Studies

When you earn an ASU nursing degree, you are gaining skills from a respected and accredited institution. Our online nursing degrees are accredited by the Arizona State Board of Nursing and the Commission on Collegiate Nursing Education.

Why Do You Want to Be a Nurse? 15 Reasons

Becoming a nurse is a great career choice with many advantages, including plenty of opportunities for growth and development. Here are the top 15 reasons why you should consider a career in nursing:

1. High Demand for Nurses

Nursing is an increasingly relevant and sought-after career path in today's world. With the aging population, there’s an increasing demand for nursing professionals due to the increased need for both medical and assisted living services. 

On top of this, a shortage of physicians has also increased the demand for primary care providers putting nurse practitioners in much higher demand as well.

2. Ability to Start Working Fast

Nursing is an amazing career choice for many reasons, one of them being that you don't necessarily need an extensive education in order to get started. 

Becoming a CNA or LPN only requires a 1-2 year associate degree and the starting pay is decent too. 

Even if your goal is to become an RN, there are now accelerated BSN programs available at most universities that offer nurses the opportunity to obtain their Bachelor of Science degree in nursing (BSN) quickly so they can begin their careers. 

And most of these programs can be completed online (except for some lab and/or clinical components).

3. Great Pay and Benefits

Another awesome advantage of being a nurse is that most nurses earn a really good salary and have excellent benefits. Although nursing salaries vary widely from state to state, the median annual registered nurse salary in 2022 was $81,220, according to the U.S. Bureau of Labor Statistics (BLS). Licensed practical nurses earn an average salary of $94,538 a year in 2023 , according to Glassdoor.com.

Nurses also receive a number of benefits that can’t be found in other occupations, such as access to excellent health insurance options, retirement savings plans, flexible hours or shifts, paid vacation time, and even educational assistance programs that can help make continuing your education more affordable. 

>> Show Me Online RN-to-BSN Programs

4. Incentives to Work in Many Different Areas

Besides a great salary and benefits, nurses are also offered special incentives such as higher pay, relocation assistance, hefty sign-on bonuses, and nursing tuition reimbursement to work in high-need areas. 

And there are many places offering these incentives for nurses, from busy urban medical centers to under-served rural and remote communities.

5. Job Security

When it comes to job security, you’ll be hard-pressed to find a job that is more secure and in higher demand. 

Currently, there is a nursing shortage , and this shortage is expected to increase over the next decade due to the aging population of Baby Boomers and a growing need for healthcare services related to chronic conditions like diabetes, obesity, and heart disease.

6. Professional Respect 

An important part of having a great career is knowing that you’re respected for your skills and the work you do. And when it comes to respect and trust, there is no one more trusted than nurses. 

For the last 20 years, Gallup has found that the public ranks nurses the highest in terms of their honesty and ethics of any occupation or profession, even higher than physicians. Nursing is an incredible career choice due to the tremendous respect you receive from patients, family, peers, and other medical professionals. 

7. Growing Opportunity for Flexible Scheduling

Another important factor when it comes to having a great job and career is a flexible schedule. In fact, a whopping 9 out of 10 employees surveyed said offering flexible scheduling is one of the most important things employers can do to retain employees. And 47.8% said a flexible schedule is even more important than salary.

With an ever-growing demand for healthcare professionals, employers are placing greater emphasis on accommodating remote workers or those who are interested in part-time work. 

In addition to regular hospital or clinic settings, nurses can now take advantage of more per-diem nursing opportunities that fit into their busy lives as well. 

This opens up the field to those who don’t have the necessary time to commit to a full-time nursing position while still allowing them to contribute meaningful work. 

8. Opportunity for Student Loan Forgiveness

Going to school costs a lot of money, even if you go the community college route. Tuition, books, transportation, nursing uniforms and equipment, accommodation, meals, healthcare expenses—the list goes on of the expenses a student has. However, the good news is, many nurses may be eligible for student loan forgiveness programs for nurses . 

9. Job Options Across Various Fields

Unlike many other professional fields, nursing offers a huge amount of variety in terms of the type of work you can do and the types of settings you can work in. 

If you’d like to work with kids, you can be a school nurse , a pediatric nurse , or work in a PICU with sick children. 

Prefer to work with people of all ages for even more variety? Then you can work in a community clinic, emergency department, or as a home care nurse .

And if you have the travel bug and want more adventure, you can be a travel nurse and work almost anywhere you can imagine from large cities to extremely remote locations once you gain some initial nursing experience.

10. Opportunities for Career Advancement

If you’re wondering about opportunities for career advancement, nursing is an excellent career choice for that as well. 

As a nurse, there are many ways to work your way up the career ladder through advanced education in Master’s in Nursing and DNP programs. 

These programs prepare you to specialize as a nurse—which means a nice boost in salary (usually into the 6-figure category)—and often more autonomy. 

And the good news is, there’s high demand for nurse practitioners in a number of different specialties. There are also career paths for nurses who want to pursue healthcare or nursing management, nursing informatics , research or teaching as well.

11. Ability to Make a Difference

If you want a career where you can help people and change their lives, nursing definitely fits the bill. In fact, nursing is an incredibly rewarding career choice because you have the privilege of supporting people when they need your help the most. 

As an example, a nurse may help bring a life into the world for new parents or assist someone in managing a chronic condition who would otherwise be lost without a nurse’s teaching and expertise. 

In the eyes of those they help, nurses truly are everyday heroes.

12. Transferable Skill Set 

The nursing profession is highly marketable and transferable. So those entering the field can expect their experience and training to be valuable from job to job. 

For example, the fundamental medical knowledge and expertise that goes hand-in-hand with being a nurse applies no matter where you go or work. 

Although certain local regulations, technology, and even cultural norms may have slight variations, having a background as a nurse will still apply no matter where you go.

13. Opportunity for Entrepreneurship

The dream of owning your own business is also a real possibility when you become a nurse. Whether it’s starting your own private practice as a nurse practitioner or consultant, publishing medical research, freelance writing, launching a medical-based app or blog, or developing a new medical product, nurses can capitalize on their expertise and hard work by starting their own company.

Ownership over your career and the ability to create lasting change makes nursing an extremely attractive option for those seeking more than a traditional employment position.

14. Opportunity for Autonomy and Independence

One of the best aspects of nursing as a career is that it encourages autonomy and independence, allowing you to make many decisions on your own. 

This is because nurses are given various levels of responsibility depending on their experience and skill level. As a result, this makes nursing an ideal job for those looking for autonomy and independence while still having access to support from their peers, supervisors, and managers. 

15. Highly Satisfying Career

Last but not least, nursing is an extremely satisfying career. Despite how difficult the recent pandemic was for nurses, a 2021 career satisfaction survey of 10,788 nurses (including LPNs, RNs, and NPs) found that more than 90% of the nurses surveyed said they were “glad they chose” to be a nurse.

As you can see, there are many great reasons to choose a career in nursing. So what are you waiting for? Jump online and start applying today!

Leona Werezak BSN, MN, RN is the Director of Business Development at NCLEX Education. She began her nursing career in a small rural hospital in northern Canada where she worked as a new staff nurse doing everything from helping deliver babies to medevacing critically ill patients. Learning much from her patients and colleagues at the bedside for 15 years, she also taught in baccalaureate nursing programs for almost 20 years as a nursing adjunct faculty member (yes! Some of those years she did both!). As a freelance writer online, she writes content for nursing schools and colleges, healthcare and medical businesses, as well as various nursing sites.

Plus, get exclusive access to discounts for nurses, stay informed on the latest nurse news, and learn how to take the next steps in your career.

By clicking “Join Now”, you agree to receive email newsletters and special offers from Nurse.org. You may unsubscribe at any time by using the unsubscribe link, found at the bottom of every email.

Explore Jobs

• Jobs Near Me
• Remote Jobs
• Full Time Jobs
• Part Time Jobs
• Entry Level Jobs
• Work From Home Jobs

Find Specific Jobs

• $15 Per Hour Jobs
• $20 Per Hour Jobs
• Hiring Immediately Jobs
• High School Jobs
• H1b Visa Jobs

Explore Careers

• Business And Financial
• Architecture And Engineering
• Computer And Mathematical

Explore Professions

• What They Do
• Certifications
• Demographics

Best Companies

• Health Care
• Fortune 500

Explore Companies

• CEO And Executies
• Resume Builder
• Career Advice
• Explore Majors
• Questions And Answers
• Interview Questions

How To Answer “Why Do You Want To Be A Nurse?” (With Examples)

• Cover Letter
• Registered Nurse Interview Questions
• Registered Nurse Job Description
• Why Did You Choose Nursing?

When you’re in a nursing interview, you’ll hear the common question “Why do you want to be a nurse ?”, so it’s essential to know how to answer it. Your answer should reflect on what it was that drew you to nursing and tell a story about it, such as the moment it was clear that you wanted to be a nurse.

Whether you want to be a pediatric nurse , emergency department nurse, or travel nurse, we’ll go over how to answer “Why did you choose nursing as a career?”, why interviewers ask this question, as well as some common mistakes to avoid.

Key Takeaways:

Try to think of a story or a moment that made it clear that a nursing career was right for you.

Interviewers ask “Why do you want to become a nurse?” so you can highlight your passion for nursing and what got you interested in the field.

Avoid saying anything negative because it can often be a red flag for interviewers.

How to answer “Why do you want to be a nurse?”

Example answers to “why do you want to be a nurse”, why interviewers ask this interview question, common mistakes to avoid when answering, interview tips for answering this question, possible follow-up questions:, nurse career path faq, final thoughts.

• Sign Up For More Advice and Jobs

To answer “Why do you want to be a nurse?” you should first ask yourself questions as to why you want to be a nurse, start at the root, and tell your interviewer a story. Below is a more detailed list of how to answer this interview question .

As yourself questions. Before the interview, ask yourself, putting money and career goals aside, why do YOU want to be a nurse? Consider the following questions to better understand your reasoning:

Do you want to help people?

Does the medical field excite you?

Do you have certain skills, such as communication or concentration under duress, that naturally fit the position?

Do you thrive when you get to build relationships with people?

Do you love both science and working with people?

Focus on these aspects of yourself when you are asked why you are choosing nursing as a career.

Start at the root. If you’ve wanted to be a nurse since you were a kid, start there. If you got into medicine thanks to an impactful college professor , make that your starting point.

Tell a story. Most interviewers prefer narratives over bullet point facts — especially with a personal question like this. Don’t feel like you have to make up some great tale about how a nurse saved the day when you were a child, but bring in real moments when it became clear that nursing was the career for you.

Talk about people and experiences. Nursing is all about building relationships, so your answer should touch on your empathy and ability to form bonds with the people you work with and serve. In this way, your answer will show that you want to be a nurse because you truly enjoy the process of nursing.

Bring it to the future. Close your answer with a nod to the future and what you’d like to accomplish in your brilliant new nursing career. Bringing your answer from the past to the future shows that you’re forward-thinking and determined enough to make your dreams a reality.

Below are example answers to “Why do you want to be a nurse?” for different scenarios such as pediatric or emergency room nursing. Remember to tailor your answers to your specific needs when you answer in your interview.

Pediatric nurse example answer

“I have wanted to get into nursing since I was very young. One of my earliest memories is of a nurse taking care of me when I had to go to the hospital for stitches. She was so kind and gentle with me that I didn’t even cry or panic. I remember leaving thinking that was the kind of person I wanted to be when I grew up. Ever since then, everything I have done has been working towards becoming a nurse.”

Emergency room nurse example answer

“When I was in college I took a course on basic first aid and found it super interesting. I started signing up for volunteer first aid positions and some of my fellow volunteers were nurses. I was curious about their job and the more I learned about what they did the more I found myself excited by the prospect of helping people in medical situations. I made friends with these nurses and they helped guide me through the application process.”

Travel nurse example answer

“Medicine is such an exciting field, and one of the biggest joys of nursing is that I’m always learning new things. I know people who dread getting their necessary CEUs every year, but for me, it’s a perk of the career. “For instance, just last year I completed my certification from the Wilderness Medical Society and can now serve as medical staff on the Appalachian Trail. But from Diabetes for APRNs to Nursing for Infertility courses, I’m always able to maintain my passion for nursing through continuous discovery and wonder at the medical field.”

Critical care nurse example answer

“I believe in helping people, especially in times of extreme need. When I worked as an EMT I was always the one asked to facilitate information between any involved party. I want to expand this skill and I think nursing is a good fit for me. My interests and experience with medical professionals are good for this job.”

Nurse midwife example answer

“I want to be a nurse because I am deeply committed to providing compassionate healthcare to women during one of the most significant and transformative moments of their life. Being a nurse midwife will allow me to empower women by advocating their choices and preferences during childbirth. “Being a nurse midwife will also allow me to make a positive impact on the lives of women and their families. I will be able to provide personalized care, emotional support , and educational resources to help ensure a smooth and empowering birthing experience for my patients.”

Oncology nurse example answer

“I want to be an oncology nurse because this field is driven by a profound desire to make a meaningful difference in the lives of those fighting cancer. I am committed to providing compassionate care to patients during their cancer journey. “Working as an oncology nurse also has the opportunities to be part of cutting-edge research and advancements in cancer treatments. I want to be at the forefront of innovation and help contribute to the improvement of cancer care outcomes.”

The interviewer will ask why you want to be a nurse to know how serious you are about the position. This isn’t a career to take lightly because there are many challenges.

Nursing is a profession with a prerequisite for assisting others in potentially high-stress environments. So by answering this question, you are given the opportunity to highlight not only your skills but more importantly, your passion for nursing and ability to keep cool under pressure.

Additionally, interviewers hope to learn why you got interested in the field in the first place. Telling a story about an impactful experience with a medical professional or about the sense of satisfaction you feel when helping a patient can help illustrate that you’re not only skillful but also have deep compassion for the people you’ll be working with.

You should avoid saying anything negative because it can be a red flag for the interviewer. Here are some other common mistakes you should avoid when answering:

Saying anything negative. A negative response will be a red flag for the interviewer. If you are one to complain or see the worse in a situation, this will make you a difficult coworker in an already difficult field.

Focusing on money or self-serving reasons. Even if the wages are an attractive feature of the profession, mentioning this as a reason will hurt you. The interviewer is looking for an answer that goes beyond your own needs.

Unrelated anecdotes. Don’t get caught up in telling stories about nursing that have nothing to do with you or the job. Remember to keep things relevant and concise.

Your answer should be positive and you should use a personal experience to help you answer and tell a story. Here are some more tips to keep in mind when answering this question:

Be positive. Nothing will concern an interviewer more if you are cynical and negative in an interview where the job requires a strong sense of empathy and selflessness. This does not mean you can’t, nor should, ignore the challenges of the profession. If you can reframe these difficulties with a positive mindset and a “can do” attitude, you will strengthen your impact in the interview.

Be concise. A long-winded, rambling answer may give the impression that you have not considered the question ahead of time. That said, if you rush through your words, you may concern the interviewer as well. So, don’t be afraid to take breaths or have moments of silence, but choose your words carefully and effectively. Concise communication is a huge part of the nursing profession so here is an opportunity to highlight that skill.

Use personal experience. When answering the question “Why did you choose nursing as a career?” it can really help to bring in a personal touch to the response. This creates a unique answer that can help you stand out among other candidates. The personal experience may also reveal a moment of inspiration pointing towards why you chose nursing as a career.

Remember the job description. Use the skills required in the job description and apply them to yourself as you explain your interest in the field. Integrate them with care, you are not trying to restate your resume . Instead, consider how your skills have developed over time and how that relates to your interest in nursing. Remember, skills are developed through some kind of interest too.

Research the organization/department. Wherever you are applying to is going to have unique characteristics. Perhaps the organization focuses on low-income individuals or the elderly or intensive care patients. You may be able to bring this into your answer. Even if you do not, it is still good to give you context. By understanding where you’re applying to, you strengthen the explanation of why you are applying.

Practice your answer. Before the interview, practice this answer, preferably with someone else who can give you feedback such as a friend or family member. However, if you do not have that opportunity, practice in front of a mirror or, better yet, record yourself on your phone and listen back to what you said. In the end, you want to “train” for this question by giving yourself the opportunity to run through it a couple of times with the chance to tweak your response.

After the question “Why did you choose a nursing career?” there will most likely be follow-up questions. Here are some examples of other common interview questions and some tips on how to answer them. This will help you prepare yourself for the direction the interview may take.

What do you think is most difficult about being a nurse? Why?

Be aware of certain challenges of nursing ahead of time. Do some research . The worst thing you can do for yourself is be caught off guard by this question.

How are you at handling stress?

Consider what techniques you use for reducing stress. It is going to be important to show your competency. Consider answering in a way that reveals you to be a team player and aware of the stresses of your coworkers as well.

What are your long-term career goals?

The interviewer is going to be gauging your seriousness in becoming a nurse. It is not a profession that you can just “try-out”, so give an answer that shows sincere consideration for a long-term medical profession. Note: This does not necessarily tie you strictly to nursing. Many managers and hospital administrators come from nursing backgrounds.

Why do you want to work here?

Many interviewers will want to hear about not only your passion for nursing as a career but also how your passions align with their organization.

Look up the mission and vision of the facility before your interview and talk about how that resonates with you, or give an example of how you’ve seen them in action and want to be a part of that.

What drove your interest in this specialty?

Not every nurse fits well in every nursing role, so your interviewers will likely ask you why you want this particular job.

Whether this is the specialty you’ve always worked in or you’re trying something new, structure your answer similarly to your answer to the “Why do you want to be a nurse?” question.

Why would one want to be a nurse?

Many people want to be a nurse because it gives them an opportunity to help people in a meaningful way. Nurses not only perform specialized tasks that are vital to a person’s well-being, but they also get to emotionally support people who are going through an incredibly difficult time.

This can be as simple as being a calm, friendly presence or advocating for them with the rest of the medical staff, but it makes a huge impact on people’s lives.

In addition to this, many people choose to become nurses over another occupation that helps people because they love science and medicine or love the fast-paced, challenging work environment.

What is a good weakness to say in a nursing interview?

A good weakness to say in a nursing interview is a weakness that you’re actively working on. Whether your greatest weakness is that you’re too detailed with your paperwork or say yes to too many people and requests, always follow it up by explaining the steps you’re taking to overcome that weakness.

Hiring managers don’t expect you to be perfect, but they do expect you to be self-aware and take the initiative to minimize the impact of your weak spots.

What are the 6 C’s of nursing?

The 6 C’s of nursing are care, compassion, communication, courage, and commitment. These are principles taught to many nurses to help them learn how to give excellent care to patients.

They also help to set cultural expectations at medical facilities, since all of the nurses are upheld to this standard, no matter what their educational background or specialty.

What are some common nursing interview questions?

Some common nursing interview questions include:

What skills do you think are important for nurses to possess?

Describe your experience as a nurse and what you’ve learned from it.

How would you manage an uncooperative patient?

How well do you thrive in a fast-paced environment?

There are so many nursing jobs out there and nurses are in high demand. You will want to know what you’re getting yourself into before you are asked at the interview what brings you to the field.

Knowledge is power, so knowing your response to “Why did you choose a nursing career?” is crucial for success. This is your moment to shine and show why you are the best candidate for the job.

Those who are able to answer with sincerity and empathy are the types of nurses all organizations will want. So get yourself ready and figure out ahead of time why you want to be a nurse.

Nightingale College – How To Ace Your Nursing Job Interview: Questions, Answers & Tips

The College of St. Scholastica – Why do you want to be a nurse? Students share their sentiments

How useful was this post?

Click on a star to rate it!

Average rating / 5. Vote count:

No votes so far! Be the first to rate this post.

Conor McMahon is a writer for Zippia, with previous experience in the nonprofit, customer service and technical support industries. He has a degree in Music Industry from Northeastern University and in his free time he plays guitar with his friends. Conor enjoys creative writing between his work doing professional content creation and technical documentation.

Related posts

25 Alternative Jobs For Nurses (With Responsibilities and Requirements)

Is A Two Page Resume Okay?- When Going Beyond One Page Is Acceptable

How To Answer “Tell Me About A Time You Failed” (With Examples)

4 Tips For When You Can’t Stand Your Coworker

• Career Advice >
• Get The Job >
• Why Do You Want To Be A Nurse

Essay on Nursing As A Career

Students are often asked to write an essay on Nursing As A Career in their schools and colleges. And if you’re also looking for the same, we have created 100-word, 250-word, and 500-word essays on the topic.

Let’s take a look…

100 Words Essay on Nursing As A Career

What is nursing.

Nursing is a job where you care for sick people. Nurses work in hospitals, clinics, and sometimes visit patients at home. They help doctors, give medicine, and support patients and their families. It’s a career that needs a kind heart, patience, and a strong wish to help others.

Education Needed

To become a nurse, you must study a lot. You go to nursing school after high school to learn about health and how to take care of people. Nurses study for a few years and then take a test to get their license.

The Work of Nurses

Nurses do many things. They check on patients, give them their medicine, and help them feel better. They also teach patients how to stay healthy. Nurses work day and night because sick people need care all the time.

Why Choose Nursing?

People pick nursing because they want to make a difference. Nurses help people every day and save lives. It can be hard but also very rewarding. If you like science and want to help people, nursing might be the right choice for you.

250 Words Essay on Nursing As A Career

If you like helping others and want a job that makes a difference, nursing might be a good choice. Nurses are always needed, so finding a job can be easier than in other fields. Also, you can work in many places, from big cities to small towns.

What Do Nurses Do?

Nurses do a lot of different tasks. They look after patients, give them medicine, and talk to their families. They keep records and work with other medical staff to plan the best care. Sometimes, they even help with operations.

How to Become a Nurse?

To become a nurse, you need to study nursing in a special school after high school. You learn about health, how to care for people, and how to use medical tools. After that, you take a test to get your nursing license.

Is Nursing Hard?

Nursing can be tough because you have to work long hours and sometimes see people who are very sick or sad. But it can also make you feel good because you are helping people get better.

In conclusion, nursing is a job where you care for others and help them heal. It’s a good career if you want to make a difference and like working with people. Nurses are trained to do many tasks and can find jobs in many places.

500 Words Essay on Nursing As A Career

Choosing nursing as a career can be very rewarding. It means you get to help people every day. Nurses make a real difference in the lives of their patients by caring for them when they are not feeling well. It’s not just about giving medicine; it’s also about being kind and listening to people’s worries. Many nurses feel happy and proud because they know they are doing something good for others.

The Education You Need

To become a nurse, you need to study a lot. You have to go to school and learn about the human body, diseases, and how to take care of sick people. There are different levels of nursing, and each level requires more learning. For example, some nurses have a diploma, others have an associate degree, and some have a bachelor’s degree. The more you study, the more things you can do as a nurse.

Where Nurses Work

The skills you need.

Being a nurse is not just about knowing medicine. Nurses need to be good at talking to people and listening to them. They also need to be organized because they have to keep track of many things, like when patients need their medicine. Nurses should be able to stay calm, even when things are busy or when they see people who are very sick.

Working Together

Nurses do not work alone. They are part of a team that includes doctors, therapists, and other healthcare workers. This means that nurses need to be good at working with other people and sharing information with them. It’s like being part of a sports team where everyone has to work together to win.

The Future of Nursing

In summary, nursing is a career that lets you help others and make a difference in their lives. It requires a lot of learning, but it also offers many places to work and the chance to be part of a caring team. Nursing is a job that will continue to be important in the future, making it a great choice for someone who wants to work in healthcare.

That’s it! I hope the essay helped you.

If you’re looking for more, here are essays on other interesting topics:

Happy studying!

Leave a Reply Cancel reply

Your email address will not be published. Required fields are marked *

An official website of the United States government

The .gov means it’s official. Federal government websites often end in .gov or .mil. Before sharing sensitive information, make sure you’re on a federal government site.

The site is secure. The https:// ensures that you are connecting to the official website and that any information you provide is encrypted and transmitted securely.

• Publications
• Account settings

Preview improvements coming to the PMC website in October 2024. Learn More or Try it out now .

• Advanced Search
• Journal List

What is nursing professionalism? a concept analysis

1 Nursing College of Shanxi Medical University, Taiyuan, 030001 Shanxi People’s Republic of China

2 Linfen Hospital Affiliated to Shanxi Medical University (Linfen People’s Hospital), Linfen, 041000 Shanxi People’s Republic of China

3 The Third Peoples Hospital of Taiyuan, Taiyuan, 030001 Shanxi People’s Republic of China

Yangjie Chen

4 The First Hospital of Shanxi Medical University, Taiyuan, 030001 Shanxi People’s Republic of China

Qiaohong Wang

Associated data.

Data used to support the findings of this study are available from the corresponding author upon request.

Nursing professionalism plays an important role in clinical nursing. However, a clear conceptual understanding of nursing professionalism is lacking.

Walker and Avant’s strategy was used to analyse the concept of nursing professionalism. We searched electronic databases, including PubMed, Scopus, and CINAHL, for studies published from 1965 to 2021. Quantitative or qualitative studies published in English that focused on nursing professionalism were included in the study.

The three attributes of nursing professionalism are multidimensional, dynamic, and culture oriented. Based on the analysis, nursing professionalism is defined as providing individuals care based on the principles of professionalism, caring, and altruism.

Conclusions

This study offers a theoretical definition and conceptual model of nursing professionalism that may be applied to develop standardized assessment tools or nursing professionalism training programs.

Introduction

The COVID-19 outbreak has exposed deficiencies in the underinvestment of the global health system, including the shortage in nursing resources and nursing staff, and a similar situation is noted in China ( https://www.icn.ch/news/investing-nursing-and-respecting-nurses-rights-key-themes-international-nurses-day-2022 ). An unbalanced number of nurses and patients, high work pressure, lack of social occupational identity and other reasons have led to job burnout, low job satisfaction, and even the resignation of many nurses. Research has also shown that the lack of nursing professionalism adversely affects patient care and patient outcomes [ 1 ]. Ohman [ 2 ] pointed out that lower levels of professionalism may cause negative outcomes, such as turnover and attrition and lower productivity.

In recent years, researchers have tried to solve the above problems through professionalism.

However, nursing professionalism plays a more important role in clinical nursing. Some studies have shown that professionalism can improve the professional knowledge and skills of nurses and ameliorate reductions in institutional productivity and quality [ 3 ]. Higher levels of professionalism can improve nurses’ autonomy and empowerment, increase their recognition and facilitate organizational citizenship behaviours, establish nursing care standards and even improve quality services [ 4 , 5 ].

Nursing professionalism has been discussed for several decades. Hall (1968) developed the Professionalism Inventory Scale [ 6 ]. Miller et al [ 7 ] (1993) first specified the 9 standards criteria of nursing professionalism (educational background; adherence to the code of ethics; participation in the professional organization; continuing education and competency; communication and publication; autonomy and self-regulation; community service; theory use, development, and evaluation; and research involvement.). Yeun et al. (2005) summarized five themes regarding nurses’ perceptions of nursing professionalism: self-concept of the profession, social awareness, professionalism of nursing, the roles of nursing services, and originality of nursing [ 8 ]. Yoder defined nursing professionalism based on six components: acting in the patients’ interests; showing humanism; practising social responsibility; demonstrating sensitivity to people’s cultures and beliefs; having high standards of competence and knowledge; and demonstrating high ethical standards [ 9 ]. Although some researchers have explored the concept of professionalism. How can professionalism be evaluated in nursing clinical practice? Few studies have shown a clear conceptualization of nurses’ professionalism [ 10 , 11 ]. To nurture nursing professionalism, the concept of professionalism must be clarified.

Given that the meaning of professionalism varies across time, contexts, or cultures, it is difficult to define, quantify or measure professionalism [ 12 , 13 ]. The operational definition of nursing professionalism in studies has shortcomings. Sullivan et al. [ 14 ] found professionalism to be a multidimensional concept, but some papers have addressed only one dimension, such as values [ 15 ] or behaviours [ 16 ]. Moreover, professionalism is considered a complex concept. The links and dynamic processes between these different inner characteristics have not been included in the concept. Thus, a comprehensive definition of nursing professionalism, including its characteristics and the relations between them, is necessary.

Recognizing and understanding the concept of nursing professionalism may be an essential step towards providing quality care for people. It may also provide more information for further developing nursing professionalism for nurses.

Method of concept analysis

Walker and Avant’s method used linguistic philosophy techniques to contribute to the philosophical understanding of a concept [ 17 ]. The W & A method is considered a mark of the positivist paradigm, which views the concept as a stable factor that can be reduced or extracted from its context of application [ 18 ]. This study used Walker and Avant’s method, which assumes that nursing professionalism is a relatively mature and stable concept (numerous studies on nursing professionalism have been published to date). This approach to conceptual analysis, although not perfect, is helpful in clarifying the concept of nursing professionalism.

Using the structured method of Walker and Avant enables conceptual clarity to be obtained based on an inductive identification of the concept’s attributes, antecedents and consequences. The concept analysis helps to clarify meanings and develop operational definitions, considering evidence from a wide range of information resources for further research or clinical practice [ 17 , 19 ]. These features make this method particularly useful for the analysis of the concept of ‘nursing professionalism’. The conceptual attributes as well as antecedents and consequences are based on the research team's analysis of the literature using Walker and Avant’s strategy and are not the product of a priori theoretical categories.

Walker and Avant’s [ 17 ] eight-step method includes the following: 1) selecting a concept; 2) determining the aims or purposes of analysis; 3) identifying all uses of the concept; 4) determining the defining attributes of the concept; 5) constructing a model case; 6) constructing borderline, contrary, invented, and illegitimate cases; 7) identifying antecedents and consequences; and 8) defining empirical references.

Selection criteria

The inclusion criteria were as follows: related to the concept of nursing professionalism; included nurse professionalism, nursing spirit, or nurse spirit; written in the English language; qualitative, quantitative, mixed methods or systematic reviews; published between 1965 and 2021 (when professionalism was first introduced by nursing in 1965); and published in books or dictionaries. We excluded articles published in nonpeer reviewed journals, editorials and letters to the editor.

Data sources

We searched several online databases, including PubMed, Scopus, and CINAHL, for articles published from 1965 to 2021. We searched the words that appear in the title, abstract, and keyword section of the studies.

(((((((((Nursing professionalism[Title]) OR (Nursing professionalism[Title/Abstract])) OR (Nurse professionalism[Title])) OR (Nurse professionalism[Title/Abstract])) OR (Nursing spirit[Title])) OR (Nursing spirit[Title/Abstract])) OR (Nurse spirit[Title])) OR (Nurse spirit[Title/Abstract])).

TI Nursing professionalism OR AB Nursing professionalism OR TI Nurse professionalism OR AB Nurse professionalism OR TI Nursing spirit OR AB Nursing spirit OR TI Nurse spirit OR AB Nurse spirit.

TITLE-ABS-KEY (Nursing professionalism) OR TITLE-ABS-KEY (Nurse professionalism) OR TITLE-ABS-KEY (Nursing spirit) OR TITLE-ABS-KEY (Nurse spirit).

Any quantitative or qualitative studies published in English focusing on nursing professionalism were included in the study. Two researchers independently screened titles and abstracts to determine the selection criteria for electronic retrieval and application. The study was included only when both researchers agreed that the study met the inclusion and exclusion criteria. If the two researchers’ judgements were different, a third person was consulted to resolve the issue. Researchers identified the different usages of the concept and systematically recorded the characteristics of the concept that appeared repeatedly [ 17 ].

We used definitions and examples in the systematic record (Table ​ (Table2) 2 ) to define a cluster of antecedents, attributes and consequences (Figs. ​ (Figs.1 1 and  2 ) frequently associated with the concept [ 20 ].

Flowchart of the study selection process of the concept analysis

The connotations of nursing professionalism

Antecedents, attributes, and consequences of nursing professionalism

We identified 6013 studies on nursing professionalism. After excluding duplicates, irrelevant studies, studies that were not original scientific studies or articles, and studies published in languages other than English, 138 studies were selected for analysis. Tables 1 and ​ and2 2 show some typical literatures used in this study.

The attributes of the nursing professionalism

Uses of the concept

Dictionary definitions of the concept.

The Merriam-Webster Dictionary defines professionalism as ‘the conduct, aims, or qualities that characterize or mark a profession or a professional person’ [ 48 ], whereas the Cambridge Dictionary [ 49 ] defines professionalism as ‘the combination of all the qualities that are connected with trained and skilled people’. These definitions are generic and difficult to use to clarify the factors involved in nursing professionalism.

Definitions of the concept reported in the literature

Hwang et al. [ 50 ] defined professionalism as commitment to a profession and professional identity level. Health-care workers demonstrate professionalism through attitudes, knowledge, and behaviours, which reflect approaches to the regulations, principles, and standards underlying successful clinical practices [ 33 ]. Nursing professionalism reflects the value orientation, concepts of nursing, work attitude and standards of clinical nurses [ 51 ].

Subconcepts

The Nightingale Spirit, named in honour of the founder of professional nursing, refers to the spirit of altruism, caring, and honesty [ 52 ]. In the past, the Nightingale Spirit advocated that nurses are willing to dedicate themselves, but the term currently encompasses more innovation [ 53 ]. E-professionalism is defined as evidence provided by digital means, attitudes and behaviours reflects the traditional models of professionalism [ 54 ]. Nurses use the internet to communicate about work or daily life, blurring the boundaries between individuals and professions; thus, e-professionalism applies to nurses [ 55 ].

The defining attributes of nursing professionalism

The defining attributes of the concept aim to understand its meaning and differentiate it from other related concepts [ 17 ]. The key defining attributes are as follows.

Nursing professionalism is multidimensional

Nursing professionalism is a three-dimensional concept based on the knowledge, attitudes, and behaviours that underlie successful clinical practice [ 33 ].

Professionalism can be conceptualized as a ‘systematic body of knowledge’ with complex configurations of work expertise [ 21 ].

Professionalism refers to the attitude that represents levels of recognition and commitment to a particular profession [ 22 ]. Hall [ 6 ] noted that nurses’ attitudes have a high correspondence with the behaviours of the respondent. Measuring professionalism at the cognitive level can be thought of as measuring potential professionalism at the behavioural level. Researchers noted that given the reduced restrictions of environmental constraints, measuring professionalism at the cognitive level may be more precise than measuring it at the behavioural level [ 23 ].

Nursing professionalism is often described as a set of professional behaviours [ 11 ]. Some researchers judge whether nurses exhibit professionalism through their behaviours. Miller [ 24 ] (1988) developed the Wheel of Professionalism in Nursing Model. The model is considered a framework for understanding professional behaviours among nurses. Kramer [ 56 ] (1975) quantified professionalism by assessing the number of professional books purchased, subscriptions to journals, and the number of articles published.

In addition, the perspective of professional identity formation complements the behaviour-based and attitude-based perspectives on professionalism [ 57 ].

The formation and development of professionalism are dynamic processes

Nursing professionalism is an inevitable, complex, varied, and dynamic process [ 58 ].The professionalism concept is considered ever-changing, replacing static or definitive views [ 59 ].

Socialization process

Nursing professionalism is instilled through a process of socialization in formal nursing education [ 25 ]. Nurses’ socialization process begins with formal, entry-level education to acquire knowledge and skills.

Yeun et al. [ 8 ] (2005) discussed the developmental process of nursing professionalism in which the individual’s thoughts and beliefs are formed by socialization factors through perception. These thoughts and beliefs may in turn influence the individual’s professional image or self-concept, thereby influencing nurses’ actions and performance.

Process of interaction

The dynamic of professionalism is also reflected in the process of interaction. Dehghani et al. [ 26 ]noted that nursing professionalism means the appropriate interaction of the individual and the workplace and the maintenance of interpersonal communication.

Culture oriented

One study showed that altruism is an essential element of medical professionalism in Asia or North America but not Europe [ 27 ]. In China, medical professionalism was influenced by its longstanding Confucian traditions [ 28 ]. Therefore, any definitions of professionalism should match its rooted culture and be validated with respect to the culture and context in which it is applied [ 60 ].

The connotation of nursing professionalism

Professional, having a systematic nursing knowledge system.

The nursing process is considered a method for solving problems or dilemmas in a logical and scientific manner [ 11 ]. Freidson [ 29 ] (2001) noted that professionals perform their specialized work only with the required training and experience. Professionals have specific, tacit, almost esoteric knowledge to do their work [ 61 ]. Miller et al. [ 7 ] considered that a formal university education with a scientific background is critical for professionalism in nursing.

Professional certification

Nurses actively seek specialty certification given their personal commitment to the nursing profession [ 30 ]. Specialty certification promotes nursing professionalism. When attaining the highest levels of clinical knowledge, nursing professionalism also indicates personal responsibility and dedication to best practices [ 31 ].

Lifelong learning and participation in continuing education

Due to professional and ethical obligations, nurses should sustain continuous professional growth and development to maintain individual competence. Professional growth in nursing requires lifelong learning. Lifelong learning includes continuing education and self‐study, seeking advanced degrees, etc. [ 62 ].

Continuing education is one of the indicators of professionalism. Professionals keep up with the latest developments in the field and partake in continuing education. Additionally, continuing education is as important as other criteria for increasing professionalism in nursing [ 7 , 32 ]. Ongoing education brings fresh knowledge to health care, consequently leading to more efficient and quality service for people.

Evidence-based practice

Evidence-based practice (EBP) is a hallmark of professionalism [ 33 ]. Dollaghan [ 63 ] (2004) reported that we identify and use the highest quality scientific evidence as an integral part of our efforts to provide the best patient care; EBP is a knowledge base that responds to specific clinical issues in a clear, intelligent, and serious manner while considering clinical practice in the context of the highest-quality scientific evidence available.

Innovation in nursing helps to improve patient care quality and improve nurses’ job performance [ 64 ]. Shen et al. [ 34 ] noted that innovative education plays an important role in the professional quality of undergraduate nursing students.

Striving for excellence

Striving for excellence is a requirement and attribute of nursing professionalism. There is a growing need in nursing practice to possess knowledge and skills in quality improvement science, translational research, and implementation science [ 35 ]. Clinical nurses have the same responsibilities as nursing scientists.

Caring is considered the core attribute of nursing professionalism

The practice of caring is central to nursing [ 65 ]. Caring is defined as the moral ideal of nursing [ 36 ]. Therefore, caring is an important core attribute of nursing professionalism.

Creating a caring-healing environment

Nurses devoted to creating a caring-healing environment embody professionalism. Caring means nurses should create a healing environment at all levels by providing a supportive, protective environment as well as a corrective mental, physical, societal, and spiritual environment for patients. People’s basic needs include a clean environment, comfort measures, safety concerns, and feeling safe or protected [ 65 ].

Displaying kindness/concern/empathy for others

A nurse is defined as someone caring for the ill within the hospital setting [ 66 ]. Caring means showing or having compassion, concern and empathy for others [ 37 ]. Caring behaviours are an interactive and mental process between patients and nurses [ 38 ]. Displaying kindness and concern for others is shown by love, compassion, support and involvement [ 39 ].

Using all methods of knowing support and involvement

‘Human problems reside in ambiguity, paradox, and impermanence’. Therefore, suffering, healing, miraculous cures, and synchronicity are all part of knowing support and involvement.

Researchers suggest that nursing comprises Caritas Nursing, Energy Nursing, Transpersonal Nursing, Holistic Nursing, or Contemplative Nursing…… It goes beyond ordinary nursing. Nursing should have higher standards with excellence for caring, healing, and peace in the world. Therefore, caring means using all methods of knowing support and involvement [ 65 ].

Embracing the unknowns and miracles in life and practising loving

Nursing is a special profession. Nurses confront special circumstances daily and witness people’s struggles with life and death. Everyone has his or her own specific story about his or her experiences and predicaments. Each person seeks his or her own meanings to find inner peace and balance in the midst of fear, doubts, despair, and unknowns. Therefore, the care of nurses is not to blindly sacrifice their own needs but to be a real nurse, embracing the unknowns and miracles in life and caring for patients [ 65 ].

The central tenet of professionalism is to put the needs and best interest of others over self-interests. Altruism is an engagement in caring acts towards others without expecting something in return [ 67 ].

Patients first

To be altruistic means to put others’ needs before your own. Altruism is the selfless concern for others and doing things with the other person’s well-being in mind [ 40 ].

During pandemics, nurses were considered to have a high sense of duty and dedication to patient care [ 41 ]. Front-line nurses perceive high work engagement, especially in self-dedication [ 42 ]. Grøthe et al. [ 43 ] showed that cancer patients in a palliative unit appreciate nurses who have the most dedication and expertise characteristics.

• Public service

Due to a strong sense of civic and social responsibility, nurses participate in public service. Nurses volunteer as participants in summer camps, schools, or health-care teams. Nurses are also committed to responding to large-scale crises, such as the terrorist attacks on the World Trade Center in New York, as well as national and international relief efforts, such as tsunamis and Hurricane Katrina [ 44 ].

• Disaster and infectious disease rescue

Individuals involved in providing disaster relief face many challenges, experience fatigue and personal suffering, and encounter numerous personal stories of life and death [ 45 ]. Nurses have played a significant role in the fight against infectious diseases such as severe acute respiratory syndrome (SARS) and the coronavirus disease 2019 (COVID-19) pandemic [ 68 ]. Nurses are closest with patients. Nurses provide intensive care, regularly assessing and monitoring airways, tubes, medications, and physical therapy. Nurses are also devoted to reducing complications. Nurses assist with daily living activities when patients are unable to care for themselves [ 46 ].

• Community service

In addition, emphasizing professionalism means respecting values and commitment to community service delivery [ 69 ].

According to Walker and Avant [ 17 ], cases help further clarify concepts.

Model cases (a real case example)

Model cases help demonstrate all the defining attributes of a concept and helps to better articulate its meaning [ 17 ].

MS A is a 63-year-old nursing director. She worked in clinical nursing and management for 42 years. As she progressed from a new nurse to a nursing expert, she gradually poured her enthusiasm (Multidimensional: Attitudes) into nursing work (Dynamic). She believes that the core of nursing professionalism in China is dedication and responsibility (Culture oriented). In 2020, COVID-19 broke out in Wuhan, China. She led a team to Wuhan to provide support (Multidimensional: Behaviours), reflecting the spirit of altruism (Altruism). She actively promoted exchanges and cooperation among disciplines and the development of academic conferences. She guided students to pay attention to practical innovation and develop evidence-based innovations (Professional). Although she is retired, she still imparts knowledge and experience to students everywhere (Multidimensional: Behaviours). She stated that the development of nursing professionalism is very difficult and requires nursing education and role models. (Multidimensional: Knowledge). The role of a nurse is like that of a mother, bringing care to the people (Caring).

Borderline cases (a real case example)

Borderline cases provide the examples that contain the most defining attributes of the concept [ 17 ].

B is a novice nurse. When working in the infection ward, she was so worried about being infected. She was reluctant to care for patients and wanted to escape from the ward environment. Fortunately, her nurse manager fully understood her situation and helped her adapt to work and reduce her anxiety. B observed that her nurse manager had been helping patients solve problems and giving them comfort and hope. This prompted her to think about what nursing truly means. In 2020, she volunteered to help COVID-19 patients (Altruism).

Related cases (a real case example)

Related cases are related to the concept but do not contain all its defining attributes [ 17 ].

C is a novice nurse. After graduating from nursing school, he became a nurse in the emergency department. He saw many patients who died or recovered, which made him realize the importance of caring (Caring). He said that emergency nurses need strong professionalism (Multidimensional: Attitudes). He participated in social service activities (Multidimensional: Behaviours), for example, promoting knowledge of cardiopulmonary resuscitation (Altruism) in the community. After working for five years, he returned to school for a master’s degree to help the head nurse conduct nursing research or evidence-based practice (Professional). In his Asian cultural milieu, his is embarrassed about his identity as a male nurse (Culture oriented), but he believes he can do well.

Contrary cases (a fictional case example)

A contrary case does not include any defined attributes of the concept [ 17 ].

D is a nurse in paediatrics. She disliked nursing when she was a nursing student and even did enjoy communicating with patients (poor dynamics). She was exhausted after work and felt her life was out of balance. One of the values of the hospital where she worked was dedication, which confused her (Poor culture orientation). She considers it unrealistic to require professionalism (Poor nursing professionalism knowledge) and thinks that taking care of new-borns is particularly troublesome (Poor nursing professionalism attitudes), so she is always careless in her work (Multidimensional: poor attitude). D’s child felt ill last week, so she secretly reduced a patient’s medicine (Poor nursing professionalism behaviours) and took the remaining medicine home for her child (lack of altruism). She stopped doing so after her colleagues sensed something strange. One day, a baby kept crying; D reported it to the doctor and did not make further observations (Poor professional). When the shift nurse took over, she observed abnormal limb activity on one side of the child. The child’s family asked the nurse to bear legal responsibility. D said it was no big deal; she no longer wanted to be a nurse (Poor dynamic, professionalism not established).

Antecedents

Antecedents are events that occur before the intended concept [ 17 ].

Macro antecedents

Jin [ 28 ] suggested that the conceptualization of professionalism is influenced by culture. Employees defined organizational culture underlies an organization’s values and beliefs [ 70 ]. Nursing professionalism may be supported by a variety of cultures, so a firm understanding of and personal congruence with each particular culture is essential [ 71 ].

Religious beliefs

Religiosity is another contributing factor in the cultivation of altruism [ 72 ]. Taylor noted that nurses’ job motivation and views of the patient and nursing services are affected by their religious beliefs [ 73 ].

Micro antecedents

Snizek [ 74 ] (1972) reported that devotion to work is a professional value originating from a sense of calling to the field. Liaw et al. [ 75 ] (2016) found that nursing students who had caring and compassionate qualities as the most common personal characteristics strongly believed that they were called to nursing.

Individuals who pursue excellence in the workplace may be described as motivated and devoted to their work. Attree [ 76 ] (2005) noted that nurses’ perceived lack of autonomy over their practice could impact quality of care.

Personal characteristics

Nursing professionalism is influenced by various factors, such as educational background, personal interests, professional satisfaction, and professional values [ 77 , 78 , 79 ]. In each country, nurses with higher educational levels may have a higher level of professionalism [ 22 ]. Professionalism is thus a trait related to personal character and upbringing [ 80 ]. Researchers [ 81 ] have demonstrated that professionalism is positively associated with female gender, striving for professional goals, and acceptability. One study found that people’s values tend to shift to emphasize altruism over personal gain as they age [ 79 ]. Nursing professionalism is closely associated with personality traits (extraversion, conscientiousness, and agreeableness) [ 82 ].

Consequences of nursing professionalism

Consequences are events or incidents that are the result of the occurrence of a concept [ 17 ].

Consequences for patients 

Professionalism is one of the decisive factors that critically influences patient satisfaction [ 50 ]. Professionalism can also improve practising nurse career development and the quality of service [ 81 ].

Consequences for nurses

Studies have shown that professionalism and a sense of belonging with colleagues and managers affect the satisfaction [ 83 ] and retention rate of nursing students in academic institutions [ 84 ]. Izumi et al. [ 85 ] (2006) found that good nurses felt pride and happiness in caring for patients closely related to their professionalism.

Empirical references

As the last step to concept analysis, empirical references can further clarify the concept and facilitate its measurement [ 17 ].

Hall’s professionalism inventory scale

Hall’s Professionalism Inventory Scale [ 6 ] identified five attitudinal attributes of professionalism: (a) use of professional organizations as major referents, (b) belief in public service, (c) self-regulation, (d) a sense of calling to the field, and (e) autonomy. Nursing researchers used Hall’s Professionalism Inventory Scale to measure professionalism in nursing [ 22 , 47 ]. Snizek [ 74 ] (1972) modified the professionalism scale to more closely match the clinical context of nursing and better reflect the professionalism of nursing staff.

Kramer’s index of professionalism

Kramer (1974) [ 86 ] constructed an index of professionalism that includes indicators of behaviours, such as the number of professional books published, subscriptions to professional journals, hours spent on professional reading, continuing education, participation in professional organizations, number of professional publications, speeches given, committee activity, and participation in research.

The behavioural inventory for professionalism in nursing (BIPN)

The Behavioural Inventory for Professionalism in Nursing [ 7 ] (BIPN) identifies professional behaviours and values among nurses. The nine categories in the BIPN are (1) educational background; (2) adherence to the code of ethics; (3) participation in the professional organization; (4) continuing education and competency; (5) communication and publication; (6) autonomy and self-regulation; (7) community service; (8) theory use, development, and evaluation; and (9) research involvement.

Definition of the concept

Based on the present analysis, we define nursing professionalism as follows: ‘Nursing professionalism is a multidimensional concept manifested by the knowledge, attitudes, and behaviours that underlie successful clinical practice. Nursing professionalism is dynamicized through a process of socialization in formal nursing education. This feature is also reflected in the process of interaction. Therefore, nursing professionalism should match its rooted culture.

The connotations of nursing professionalism include professional, caring, and altruism. These connotations are detailed as follows:

• Possesses a systematic nursing knowledge system; professional certification
• Exhibits lifelong learning and participation
• Participates in evidence-based practice
• Demonstrates innovation
• Strives for excellence
• Creates a caring-healing environment
• Displays kindness/concern/empathy for others
• Uses various methods of knowing support and involvement
• Embraces the unknowns and miracles in life and practices loving
• Patient-first

A conceptual model of nursing professionalism is shown in Fig.  2 .

Defining the connotation of nursing professionalism

Nursing professionalism has been defined as professional, caring, and altruistic.

Professional values are characteristic of nursing professionalism. Nursing work requires rich knowledge and scientific evidence-based work to improve the quality of nursing services for patients. Nurses need lifelong learning, qualification certification, and participation in academic and practical activities.

Caring is regarded as the core of professionalism. This study suggests creating a caring-healing environment, displaying kindness/concern/empathy for others, employing all methods of knowing support and involvement, embracing the unknowns and miracles in life and practising loving to care for people to obtain high professionalism. This study notes that nursing professionalism emphasizes care for the individual patient and that the nurse does everything possible to create a caring and healing environment for patients. In different health systems worldwide, nurses have incorporated caring about nursing professionalism into everything they do. This characteristic is consistent with Nightingale's view that “Nurses need to be sensitive. A nurse must use her brain, heart and hands to create healing environments to care for the patient’s body, mind and spirit” [ 87 , 88 ].

Nursing has an altruistic nature, and people interested in helping patients are attracted to this profession [ 89 ]. However, some studies have shown that altruistic care is equated with self-sacrifice, self-denial, and unidirectional and unconditional care [ 90 ]. Care for a nurse’s own needs is equally important, but nurses should be able to put aside their own needs when required to focus on the needs of others [ 91 ]. Nurses should view self-care and altruism as dialectical. Self-realization and providing care for others are not conflicting concepts [ 92 ].

Defining the attributes of nursing professionalism

In this study, we defined nursing professionalism as multidimensional, dynamic, and culture oriented.

Nursing professionalism is a multidimensional concept that includes knowledge, attitudes, and behaviour. Previous studies have defined professionalism as the degree of commitment by individuals to the values and behavioural characteristics of a specific career identity [ 6 , 7 ]. However, current research on nursing professionalism is mostly single dimensional. The Behavioural Inventory for Professionalism in Nursing (BIPN) is based on Miller’s model and is used to measure professional behaviours among nurses [ 7 ]. Hall’s Professionalism Inventory Scale [ 6 ] identified five attitudinal attributes of professionalism. This study highlights that it is also necessary to focus on the knowledge dimension of professionalism. Nursing students and nurses should first understand the nursing professionalism that is necessary to become a nurse, which may be the first step in developing professionalism. Nursing students and nurses need to know the values that are necessary to practice the nursing and not have vague impressions. Some studies have shown that nursing students or nurses learn values and norms in informal trainings [ 93 ]. Therefore, this study suggests that the development of assessment tools for the knowledge dimension of professionalism is also necessary. Multidimensional evaluation tools are not available for nursing professionalism. Thus, clarifying the multidimensional nature of nursing professionalism will contribute to the development of multidimensional evaluation tools.

Moreover, understanding the dynamics of professionalism is helpful for cultivating nursing professionalism in stages and steps. Inquiries into medical professionalism should be integrated into the culture of social media interaction [ 94 ]. Nursing educators and managers should dynamically cultivate nursing professionalism in their interactions.

Differences in the connotation of nursing professionalism are noted in different cultures. This study suggests that the cultivation and evaluation of nursing professionalism need to consider the cultural attributes of different regions and countries.

Future research directions

• Exploring the antecedents of nursing professionalism can help schools or hospitals cultivate nursing professionalism and develop courses and specific measures.

The macro antecedents of nursing professionalism include culture and religion, and the micro antecedents include calling, autonomy, and personal characteristics. Some researchers have explored methods to cultivate nursing professionalism; for example, role modelling, feedback, group discussions, case-based discussions, reflection, holding ethical rounds, and reports potentially represent more effective methods [ 95 ]. Some researchers have tried to enhance professionalism through social media [ 96 ]. One of the findings this study is that nursing professionalism is complex and its cultivation difficult. Studies have shown that didactic lectures are ineffective for teaching professionalism [ 97 ]. The development of true nursing professionalism requires national advocacy and the immersion of a good professional environment that incorporates professionalism into daily nursing practice. Role modelling is considered an effective method for developing professionalism in nursing [ 98 ]. Therefore, this study suggest that studies should be actively conducted to deeply discuss the causes and processes affecting professionalism and to cultivate and intervene at macro and micro levels as well as the key time periods and populations that form professionalism to truly shape the formation of professionalism. Moreover, an environment for building professionalism [ 99 ] is very important. Williams [ 100 ] (2015) considered that the development of professionalism should begin as early as the first semester of an undergraduate nursing course. One of the themes of nursing students’ professional identity development is ‘doing-learning-knowing-speaking’. Students should develop professionalism in all these areas of nursing practice.

• The relationship between nursing professionalism and health outcomes or nurses’ human resources needs to be further studied.

Our research suggests that the ultimate goal of nursing professionalism is to serve patients with professional knowledge and special professional quality. The public has become increasingly aware of certain possibilities, limitations, and consequences of professionalism. COVID-19 significantly increased the discussion of professionalism and patient outcomes.

Improving professionalism has a positive impact on job satisfaction, professional quality of life, and the willingness to continue in the profession [ 101 , 102 , 103 ]. Therefore, it is important to improve support for nurses, create a good environment for professionalism, and establish a training system for professionalism, thus paving the way to enhance training in professionalism and create opportunities for nurses.

Implications for nursing management

In April 2020, the World Health Organization (2020) issued the First State of the World’s Nursing 2020 [ 104 ]. The report highlighted that nursing professionals are the largest occupational group in the health sector, numbering 27.9 million worldwide. Nurses spend more time with patients than any other health care professionals [ 105 ].

Worldwide, nursing professionalism is considered important and associated with expectations. This study clarifies the concept of nursing professionalism and contributes to a framework for developing a theoretical model as well as instruments to measure the concept. A conceptual model of nursing professionalism may increase nurse managers’ insight into nurses’ behaviours and values, creating a good working environment.

Nurse managers should integrate nursing professionalism into their philosophy, mission, and objectives and provide necessary resources, tools, and projects to develop professionalism among nurses. Nurses should cultivate professionalism to provide good nursing services to patients. Further research should explore the relationship between nursing professionalism and patient health outcomes and formulate effective training programs for professionalism.

Limitations

This conceptual analysis has some limitations. First, research on nursing professionalism published in English may be conducted in different countries and cultures. However, it is also necessary to obtain a more comprehensive and mature concept of the study of different national languages. Second, the lack of research on the combination of all elements of professionalism may lead to overestimation of the impact of these subelements on professionalism. Third, the concept analysis focused on the research process and the researchers’ perspectives, possibly reflecting a lack of other professional understandings of nursing professionalism in medical groups. In addition, the concept analysis included a risk of selection bias, extraction bias, and analysis bias because the study selection process, data extraction, and analysis were all conducted by two researchers. Despite these risk, the studies were all described accurately and systematically.

Nursing professionalism is one of the important foundations of clinical nursing. It is multidimensional, dynamic, and culture oriented. Based on the analysis, nursing professionalism has been defined as providing people care based on principles of professionalism, caring, and altruism. The definition, attributes, antecedents, consequences, and reference analysis of the experience of nursing professionalism determined in this study provide a theoretical basis for future research. This information can be used to evaluate nursing professionalism, develop assessment tools, or generate theory-based training courses and interventions.

Acknowledgements

The authors would like to thank Hui Yang for the great efforts made in designing the research. We would like to thank linbo Li for providing valuable suggestions for this study.

Author’s contributions

Hl C and HY made substantial contributions to conception and design. HL C, YJ S, YM W, YF D Collectioned and analysis the data. Hl C was a major contributor in writing the manuscript. XY H, YJ C, QH W revised it critically for important intellectual content. All authors read and approved the final manuscript.

Postgraduate Education Innovation Program of Shanxi Province in China (No. 2020BY067).

Availability of data and materials

Declarations.

Our study was approved by the ethical committee of The First Hospital of Shanxi Medical University,Shanxi, China,(approval no. 2020K061).

Not applicable.

There is no conflict of interest in this study.

Publisher’s Note

Springer Nature remains neutral with regard to jurisdictional claims in published maps and institutional affiliations.

Contributor Information

Huili Cao, Email: moc.qq@2855838711 .

Yejun Song, Email: moc.qq@9109580601 .

Yanming Wu, Email: moc.621@6927myw .

Yifei Du, Email: moc.qq@3283291401 .

Xingyue He, Email: moc.361@320eHeuygnix .

Yangjie Chen, Email: moc.qq@8011856511 .

Qiaohong Wang, Email: [email protected] .

Hui Yang, Email: moc.361@0202iuhyq .

Why I Love Being a Nurse

This blog has been updated on March 22, 2023.

Learn more about Carson-Newman's online FNP nursing programs .

Nursing is one of the most professionally, personally, and spiritually rewarding careers there is.

People are driven to a career in nursing for a variety of reasons. Carson-Newman wanted to better understand and document some of these reasons, which is why we reached out to 15 registered nurses, including three of our own FNP students, to get their perspectives on a simple question: What do you find most rewarding about a career in nursing ?

Read on to discover some of the responses we received and compare these answers to your own experience.

Earn Your MSN-FNP Part-Time For Less than $30k

Nancy brook, rn, msn, cfnp.

'One of the most rewarding aspects of a career in nursing is the ability to connect with our patients on such an intimate level. While we often meet under very difficult circumstances—being present as people face serious health challenges or injuries, witnessing the moment of birth or the end of life—we get to know our patients very quickly and have the opportunity to play an important role in their lives.

"I became a nurse so that I could have an impact on the lives of others and have a career that felt very meaningful . After 25 years of helping patients and their families navigate cancer and mentoring new nurses, I believe that at the end of the day, no matter how challenging, I have impacted someone's life for the better."

Catherine Burger, RN, MS, MSOL, NEA-BC

"What I find to be the most rewarding about being a nurse is the numerous career paths that are available within the profession. For example, in my nearly 30-year career I have been blessed to work in labor and delivery, the Intensive Care Unit, home health, informatics, leadership, clinical practice, and ambulatory care. As a contributing writer for registerednursing.org, I now get to educate my colleagues and future nurses on current events and issues.

"I initially chose a nursing career just out of high school as I wanted to work in the field of medicine, and I knew I could complete the degree within two years. After many years and many advanced degrees, I still love being of help to people at all stages of life. I am very proud of my nursing profession and I love that nurses are still the most trusted profession to the public: a responsibility we should never take for granted."

Elizabeth Mason, RN, MSN - Carson-Newman FNP Student

"After working for a while, I went back to school and became a nursing instructor in the classroom and clinical. It is the perfect balance of hands-on patient care and teaching the next generation of nurses. I love [when] my students have that "ah-ha" moment as they put together the big picture of the patient, their diagnosis, medications, and treatment plans. I love seeing the growth of new nursing students to their preceptorship. It is always a blessing to see them in the hospital later as nurses succeeding at their calling."

Sandy Griffin, LPN, CHPLN

"I really love going to bed knowing I made a difference. As an LPN at a hospice, that difference is usually making sure our patients are as comfortable as possible, but we often have the opportunity to help the patients' families too. It's satisfying to know they feel more at ease after they see the care we provide.

"I chose a nursing career partially because I loved biology and anatomy and partially to have a career with which I could support myself and be independent. The further I got into my nursing education, I realized how rewarding it was to be able to make people who are sick and uncomfortable feel better, even if it's just a little. Treating people with kindness and respect goes a long way. I found my nursing career home in hospice. It hasn't always been easy, but it has always been worth it.

"I have loved empowering and supporting patients and families to know that they are able to get through anything. Working for a hospice agency, I have been able to help patients have dignity at some of the most vulnerable times in their lives. Being with patients and their families at the end of life is a privilege. It has been an honor to have been with so many at that time.

"I also love the pride I feel in my work. Being a nurse is one of the most challenging jobs someone could do. It's physically and mentally demanding at times. However, at the end of the day, you feel amazing satisfaction and pride. Being able to help those in need for a living is unlike any other profession."

MaryAnn Ciambriello, RN, BSN

"The most rewarding thing about being a nurse is making a difference in the lives of others. It may be your patients, their families, or your students. Nursing offers us so many arenas to practice in. As an RN, I have worked in the delivery room, in home care, in a prison, as a high school nurse, and as the director of nurses in assisted living facilities. Now, I am the owner of a few businesses.

"What motivated me to be an RN? My dad chose my profession for me. I was studying business in college and he thought that I should become an RN. So, like any good daughter, I dropped my business studies and became an RN; however, I did go back to complete two business degrees.

"What do I love about nursing? I love that this profession allows us the opportunity to work in so many diverse areas. We are not pigeonholed into just the hospital—the sky's the limit in this profession.

"In nursing, you just have to follow your passion and purpose and stay true to yourself. Always remember to have empathy and to give the best care possible."

Shantay Carter, RN, BSN

"Knowing that my care, touch, voice, and time can help a patient make it through the night is one of the most rewarding feelings. Sometimes, it's the little things that you do for your patient that make a difference. The nursing profession has opened so many doors for me. It has allowed me to become an author and run a successful non-profit organization that addresses the needs in my community. My specialty is orthopedics and trauma, and I love working in this area."

Lauren Mochizuki, RN, BSN

"What I find most rewarding about my career as a nurse is that I have the opportunity to help people in their most vulnerable, and unexpected, moments. For some, coming to the emergency department can be one of the worst days of their lives. As their nurse, my job is to make them feel safe, comfortable, and cared for.

"There are many things that motivated me to choose nursing as a career. First, I love people. I love chatting with them, being around them, and taking care of them—it is very fulfilling to my soul. The second reason is that the schedule is wonderful for being a mother. I now have the opportunity to work per diem and work around my husband's schedule so I can spend lots of time with our children.

"Lastly, I love that it provides great compensation so that I can contribute to my family financially. Five years ago, my husband and I paid off $266,000 of debt, and I am so thankful for my various nursing jobs that allowed me to work to reach this goal. I also love the culture of nursing in my emergency department. It feels like we understand each other, like we can look at each other in a certain way and know what we are thinking. We can sense when something is wrong in each other or celebrate our personal victories. I have the privilege to work among great nurses and that makes the entire shift more enjoyable."

Cynthia Attaway, RN, MSN - Carson-Newman FNP Student

"I am a part time nursing instructor for a community college, and the first to be allowed in the acute hospital setting. The human connection cannot be experienced in simulation and observing the science of human caring was emotional during the pandemic.

"Nursing is the best—high technology, and high touch."

Chris Caulfield, RN, NP-C

"As a nurse, I have a flexible career that allows me to pursue my passions while also having a significant positive impact on patients at need. I was initially attracted to the nursing profession as I loved working with the elderly and had a strong interest in human physiology. There were flexible nursing programs in my local area that were affordably priced, so it was easy for me to start my RN program. I was also very excited by the opportunities to obtain advanced practice certifications and licenses through distanced-based programs that were flexible and could work around my personal commitments.

"Throughout my nursing career, I've had the great opportunity to work in many different fields including long-term care, psychiatric nursing, urgent care, labor relations, and nursing informatics. As you work in different specialties, your knowledge continues to grow and your ability to think outside the box increases. As an advanced practice nurse (FNP-C), I've gained a deeper understanding of the health care system, which had a significant contribution in leading me to success in my most recent venture-backed technology startup. I've been able to take this knowledge and create a system that focuses on allowing nurses to work a flexible schedule via their mobile app, while also helping to address the staffing shortage crises experienced in long-term care facilities.

"Over the past three years, I've had over 10,000 nursing professionals join my organization to pick up shifts on the side. With almost unlimited opportunities, I continue to recommend the nursing profession to countless numbers of family members, friends, and acquaintances. I've yet to find another career choice that allows the flexibility and options that nursing does."

Tina Baxter, APRN, GNP-BC

"As a nurse, I have the privilege of helping others when they are the most vulnerable. I witness some of their greatest triumphs and their greatest defeats. There is nothing better than attending a birth, holding the hand of someone who is dying, or helping someone achieve a better life through improving their health. It is a legacy that will live on long after you are gone. The patients and families will remember your warm smile, your gentle touch, the knowledge you shared, and the fact that you cared for them.

"As a student in health care, I realized I was more concerned about how a person got ill and how to prevent it, rather than just how to treat it. I wanted to understand how I could help a person not only get healthy but stay healthy. That's what nurses do. We teach our patients to take care of themselves and to optimize their health.

"One of the things I love about being a nurse is that this career is flexible . I have been a bedside nurse, a nursing professor, a mentor, a supervisor/manager/charge nurse, an entrepreneur, a nurse scientist, a nurse educator, a legal nurse consultant, a wellness practitioner, a nurse practitioner, and coming soon, a nurse author with my first book. I would say that being a nurse is pretty fabulous."

Andrea Tran, RN, IBCLC

"The most rewarding thing I have found about being a nurse is the personal connection that I am able to make with patients. No matter how long it has been, a patient remembers their nurse. They may or may not remember the nurse's name, but they remember if they were kind and compassionate. A good nurse always is.

"I became a nurse in response to nothing short of "a calling." I was visiting my grandmother with my mother. She had gone into another room to visit with someone else she knew, and I went to get her. I noticed that the other patient in the room was in a lot of pain, and I had such a strong and deep desire to help them. I decided then and there that I would become a nurse.

"I have spent my entire career with women during the childbearing period. It is mostly wonderful, but when it is not, it is terrible.

"Getting to share in the joy of a new family creates so much happiness. Helping new parents step into their new world with education and support puts me in my happy place."

Nancy Congleton, RN, Author

"What initially motivated me to become a nurse was that my husband and I were sinking financially. We both worked full time, our home was small and affordable, our vehicles were not brand new, and yet we were barely making it. At a young age I found myself intrigued by the medical profession and, after discovering that I could have my associate's degree in nursing and become an RN in approximately three years, I went for it. What started as a financial necessity has become so much more. I thoroughly enjoy caring for my patients and love mentoring new nurses.

"The things I love most about being a nurse include the variety of areas to practice in, the constant opportunities to focus on others, and those 12-hour shifts! If I had to go back to a Monday–Friday schedule, I don't know if I'd survive!"

Megan McHatten, RN, BSN, CNOR

"As an operating room nurse at a trauma center, there are times that can be pretty stressful and fast paced. Recently, a trauma was called and about six of us rushed to the OR to set up. All we typically know during these events are the very basics, and in this case, a motor vehicle accident had occurred, and we needed to do an exploratory laparotomy. Within about two minutes, we had the supplies and instruments opened, scrub techs were setting up, and anesthesia was getting ready. I looked around and was so proud to be a part of a team that could, within minutes, be ready to potentially save someone's life. Those are times when I am proud to be a perioperative nurse and I find them especially rewarding.

"What motivated me to choose this career? High demand, good pay, multiple specialties to work in, the ability to move forward with my career if I choose (i.e. nurse practitioner, administration) and the feeling of making a difference.

"I love the feeling when our team has a great surgical case, and everyone is working together like a well-oiled machine. I love knowing that many of my patients will begin their healing journey in my OR. I love the endless amount of learning and science that the health care field offers."

Maria Kindrai, RN, MSN - Carson-Newman FNP Student

"As a nurse, I have learned to appreciate every moment spent at the bedside of a patient.  Caring for others has always been a priority but during a pandemic it has been heightened.  This one on one time with someone is certainly time when both the patient and the nurse have the opportunity for growth and to learn from one another."

Donna Mathezing, RN

"30 years of being a nurse and I have never had a regret about my career choice. I knew when I was five years old that helping people and talking with them was what I was meant to do.

"I have worked in all critical care areas from emergency to the cardiovascular ICU to the general systems ICU; I now work in the post-operative care unit and have 10 years of experience flying with our air ambulance service in a helicopter. I get to make a profound difference every single day. That profound difference is different for every patient, depending on what they need from me at their time of need. That could be something simple like holding a hand, letting them cry on my shoulder, giving pain medications so their loved one is comfortable, or just reassuring them that we will take care of them!

"Being with people at what is sometimes the worst moments of their lives or the best moments (diagnosis is negative or the birth of a baby) is a privilege and one I take very seriously. Being with a family as their loved one is passing away is the ultimate compliment for a nurse. Death is a sacred and scary time for many, and to be allowed within that sacred circle to offer support and comfort is what is rewarding about nursing.

"If I can walk away after my shift knowing that I have eased a person's worry or fear and brought some sort of peace to them, then my day is fulfilled. And the best part of that is that I get many opportunities every day that I work."

Learn more about Carson-Newman's online nursing programs for registered nurses with their bachelor's or master's.

Request your free program brochure.

• December 27, 2022

How to Write: Why I Want to Be a Nurse Essay

The Why I Want to Be a Nurse essay is one of the most common components on nursing school applications. There are tons of reasons to become a nurse, but yours are unique – a good nursing essay will stand out and be remembered by those who read it. In addition to general admission, this could even be your ticket to some scholarships for nursing school!

Let’s dive into how to write your Why I Want to Be a Nurse essay and get you into nursing school!

Planning Your Nursing Essay

Before you get into writing anything, you should always complete your pre-writing phase of brainstorming and planning for what you want to write about. Only then can you start considering your structure and details that you want to include.

Step 1: Brainstorm an event or a list of moments that began your interest in nursing.

If this is a lifelong dream, then maybe you can’t remember when you first became interested in nursing. But what moments have helped you continue down this path?

Some people may not have a specific healthcare related experience that inspired them to take this path. That’s okay! You can think broadly and consider times you were satisfied by helping someone with a task or volunteered.

Haven’t taken a writing class in a hot minute? Here are some effective strategies for brainstorming your ideas.

Step 2: Consider what you did to learn more about nursing.

Think about when you began researching nursing as a viable career option. What made nursing more appealing than a different career?

Step 3: Write down what made you decide to choose nursing as a career path.

If you can boil your reasoning down to a sentence or two, then that will be the thesis for your Why I Chose Nursing essay.

What to Include: Why I Want to Be a Nurse Essay

Introduction: your hook and story.

Your test scores and transcripts tell the story of your technical aptitude. But your essay is an opportunity to give your application an emotional route. What experiences have made you passionate about nursing? Have you cared for sick loved ones before? Are there nurses in your family?

Your introduction is where you’ll explain the stake that you have in this. You want the admissions team to understand that you belong in the program. Not just that you have the academic qualifications, but that you’ll be an asset to the entire nursing profession.

In kindergarten, there was an accident while my family was camping. A pot of boiling water tipped over onto my leg. The burns were so bad that I had to be airlifted to a regional hospital. I don’t remember much of the incident itself today, but I remember the nurses who helped me recover. They turned a frightening experience into something much kinder. I want to be able to give that to a child by working as a pediatric nurse.

Paragraph 1: Detail the event or moment you became interested in nursing.

This is a paragraph where you really want to reel the reader in. You’ve hooked them with the broad overview of your story: what sets you apart, why you’re so interested in the nursing profession. Now you can detail a specific moment.

Pick one moment and capture it in as much detail as you can. For example, maybe you remember waiting in a hospital for news about a loved one. Perhaps it was the kindness of a nurse who treated you. Or, in contrast, it was a time that a nurse wasn’t kind, and it made you want to do better for a patient in need.

Despite spending several weeks in the hospital, I didn’t immediately develop a desire to become a nurse. Growing up, I wasn’t sure what I wanted to do with my life. Then in my sophomore year of high school, my neighbor’s son got sick. He was about the same age as I had been when I was in the hospital. When I babysat him, we would swap hospital stories — the good and the bad! And suddenly it dawned on me that if I was a nurse, I could help make those bad stories a little less painful.

Paragraph 2-3: Show how you have used that experience to build your foundation towards nursing school.

Here is where you’ll take your personal experiences into account. Nursing school requires more than just empathy. You will need to have core science credits and an ability to understand the human body. The best nurses are adaptable in the workplace and always willing to learn. You can browse a list of skills nurses need to thrive in the workplace.

I spent a lot of time researching my neighbor’s son’s condition. Though his illness wasn’t terminal, it was degenerative. He began to lose his hearing a few months after his diagnosis. I joined his father in learning sign language to communicate better. During that time period, I spent a lot of time thinking about how so many people have to struggle so hard to communicate.

I want to be a nurse who can give relief to the most vulnerable patients. Every person’s needs are different. A child’s needs are different from a developmentally disabled adult’s, which are different from the needs of someone hard of hearing, and so forth. I’ve seen firsthand the frustration that occurs when communication isn’t easy. So I’ve focused on learning adaptable communication methods and educating myself about the groups that are most overlooked in hospital settings.

Paragraphs 4-5: Detail how you will use your strengths and skills in your nursing career.

This is the point at which you can start to talk about your specific skills, similar to a job interview. You want to highlight any particularly unique aspects, then make sure to solidly establish your core competency. A dream of becoming a nurse can’t just be a dream; you need detail to back it up.

If you know where you want to place your specific focus as a nurse, mention it! Talk about your career goals and how you want to work with your patients and what you hope to learn in doing so.

I think it’s so important for patients to have a nurse that listens to them, and that goes doubly for patients with communication struggles. During my career, I want to continue practicing and using ASL with my patients. I want to improve the quality of care for chronically ill people, especially because so many report anxiety around healthcare settings.

It’s also important to me to keep learning and adapting constantly. I never want to stop learning new skills and refreshing my knowledge. Understanding a patient’s vital signs and demeanor could mean the difference between life and death. In the high-pressure environment of nursing, I strive to have the answers to the questions my patients have – I’ll never stop seeking knowledge.

Conclusion: Reiterate your skills and qualifications, saying why they’d make you a great fit for the program.

The conclusion is fairly straightforward. You’ve provided your thesis: why you want to be a nurse. You’ve explained when the desire started, what experiences support it, and what you plan for the future. Now you just need to tie those things together in a neat summary. Remind the admissions team of why you’re a unique candidate to fit this role.

A long stay in the hospital as a child doesn’t qualify me to be a nurse by itself. But that experience has laid the foundation for my desire to work in healthcare settings. There are a thousand careers that help people, but nursing is personal and dear to me. I want to make sure that any vulnerable patient has access to the care they need, and I can use my adaptability and communication skills to do that.

Related: Stay Organized for the School Year with These Nursing School Planners

Do’s and Don’t’s for Nursing School Essays

Do: Show that you care about people.

Illustrate that you want to help people and have compassion for their suffering. It helps to talk about specific people or groups of people that you care for.

Do: Explain the qualifications that will make you a good fit as a nurse.

Talk about your adaptability, your desire to learn, your interest in the healthcare field, your prior experience – anything that will serve you during your career.

Do: Tell admissions why you want to be a part of their program.

Find a unique aspect of the program to highlight, showing why you want to study there specifically. For example, maybe there’s a school that connects students to underserved rural areas and this is a mission that you are on board with. Spend some time researching the nursing program to be confident in what they offer.

Do: Ask someone to proofread.

You’ll miss typos in your work if you read it a thousand times, so ask for a fresh pair of eyes. It also helps to change the essay to a different font for editing. Here are some more tips to consider offering to your proofreader.

Don’t: Pay for a writing service.

Write your own paper. If you’re worried about your skills, have a peer take a look at your draft, rather than using someone else’s work.

Don’t: Make false claims.

Tell the truth about your motivations, goals, strengths, and driving factors. Don’t make up a backstory or pretend to have skills you don’t.

Don’t: Disregard instructions or criteria.

Pay careful attention to the essay prompt and the criteria. Sometimes you’re expected to answer in less than 300 words, or there are more specific prompts to follow.

Related: Can Nurses Have Tattoos?

Why I Want To Be a Nurse Essay – FAQ

What should i include in a short essay on why i want to be a nurse.

A short essay should still include the main points made here – a short story or introduction, why you became interested in nursing and how that experience has propelled you into nursing, and the skills and experience you will bring to the program.

Should I give more than one reason on why I want to be a nurse?

You should aim to stick with one or two main reasons why you chose nursing – too many reasons will lead to a less effective essay due to a difficulty in following along with your main points.

What do I do if I don’t have a personal story that inspired me to want to become a nurse?

Even if your inspiration is not specific to nursing, you should be ready to tie that into why it’s related to a nursing career. Focus on experiences that required interpersonal skills, great communication skills, or show care for others.

The Why I Want to Be a Nurse essay is your chance to stand out from the crowd. You can show your dedication, compassion, and willingness to learn all through being honest. Just make sure you have your essay proofread before you send it!

• TERMS & DISCLOSURE
• PRIVACY POLICY

BLACK FRIDAY & CYBER MONDAY SAVINGS

Discounted mcat, gre, lsat, nclex, sat, act.

Academia.edu no longer supports Internet Explorer.

To browse Academia.edu and the wider internet faster and more securely, please take a few seconds to  upgrade your browser .

Enter the email address you signed up with and we'll email you a reset link.

• We're Hiring!
• Help Center

AN ESSAY ON NURSING AS A PROFESSION

There is one profession which is as close to the human beings as it is close to God, and that is nursing, a profession of caring. After a lot of contemplation about career I was glad to see how much love and care is offered for the ailing in the medical profession.

Related Papers

Christoffer Grundmann

The paper gives a general overview of the history of the nursing profession and a phenomenological analysis of the "nursing moment"; includes images and tables.

Teresa Taningco Kaldor

IOSR Journals

Shortage of nurses worldwide and especially in Saudi Arabia has been a serious issue. There are many factors that cause this shortage which are, culture and values, community image toward nursing, long working hours and marriage issue. It's important to know how the student perceive nursing and the decision to choose the nursing as carrier , it is more affected by relationships with colleagues in health sector ,previous experience , also the media and society play main role that influence the image of students may positive or negative toward nursing carrier. This study aim to assess the perception of nursing students toward nursing profession in Jeddah.The study was conducted in King Saud bin Abdulaziz University for Health Sciences, college of sciences and health professions (registered for preparatory couses for nursing college) and the college of nursing Jeddah – Western region. Descriptive cross-sectional design: Newly enrolled nursing students in spring semester 2015 (First, second semester)Senior nursing students (level 7,8) enrolled in the spring semester 2015 were recruited. Non-probability Convenience sampling technique was used for this study.This study included self-administered questionnaire Part 1: demographic data which include general information of study subjects Part 2: It was used to explore nursing image among associate nursing students, it was developed and used by Al Jarrah, I.(2013) (5). It is a Likert scale format that contains 22 statements answered on a 5 point scale of response: strongly agree= 5, agree=4, not sure=3, disagree=2, strongly disagree=1.the mean age of nursing students is 21.57, the majority of the participants (85.6) were single, regarding perception of nursing as profession " Nursing is a prestigious profession " occupied the 1st rank with mean as (4.49). " Nursing is a respectful profession " occupied the last rank with mean as (2.13). the reason for enrollment to the faculty of nursing, for junior students, more than one third (55.2%) enrolled to nursing profession due to desire to help, about (25.9%) joined to nursing profession for financial reason and availability of work. It can be concluded from the study findings that the majority of the students in both junior and senior had positive perception toward nursing profession and they believed that nursing is humanity and respectful job and has good job opportunity.

Dara A Al-Banna

Mignonne Breier

Journal of Advanced Nursing

Yvonne Hoeve

SALIHU DAUDA , YAHAYA HADIZA

Clinical nurse specialist (CNS) is an advanced practice whose care focuses on a specific patient population. They specialize in certain type of disease such as diabetes; cardiovascular disease e.t.c. can work in many different medical environments such as operating room, emergency room or critical care and focus on a variety of procedures such as surgical or clinical. CNS daily routine includes: clinical practice, teaching, research, consulting and management. They faces many challenges in practice such as implementing scientific findings to ambiguity of roles, reimbursement and billing problems as well as barriers to title protection. Clinical nurse specialist starts from North America within the acute care setting but subsequently expanded to other areas. In Nigeria clinical nurse specialist practice is yet to be adopted, no single University is offering the programme that lead to becoming clinical nurse specialist as at the moment in the country. The challenges of implementing CNS in the country include, lack of policies that will back the programmed, monopoly of the health system by Doctors who are at the helm of affairs in the system and decide what goes to who and when. The CNS will augment Doctors especially in rural communities where there are no Doctors and helps reduce cost and patient waiting time in the hospital if implemented in the country.

International Nursing Review

Catherine Coverston

AIM: To discuss the actual public image of nurses and other factors that influence the development of nurses' self-concept and professional identity. BACKGROUND: Nurses have become healthcare professionals in their own right who possess a great deal of knowledge. However, the public does not always value the skills and competences nurses have acquired through education and innovation. DESIGN: Discussion paper. DATA SOURCES: We identified 1216 relevant studies by searching MEDLINE, CINAHL and PsycINFO databases in the period 1997-2010. Finally, 18 studies met our inclusion criteria. DISCUSSION: The included studies show that the actual public image of nursing is diverse and incongruous. This image is partly self-created by nurses due to their invisibility and their lack of public discourse. Nurses derive their self-concept and professional identity from their public image, work environment, work values, education and traditional social and cultural values. IMPLICATIONS FOR NURSIN...

Loading Preview

Sorry, preview is currently unavailable. You can download the paper by clicking the button above.

RELATED PAPERS

Teddie Potter

International journal of nursing studies

David Brodie

RELATED TOPICS

•   We're Hiring!
•   Help Center
• Find new research papers in:
• Health Sciences
• Earth Sciences
• Cognitive Science
• Mathematics
• Computer Science
• Academia ©2024

• LOGIN / FREE TRIAL

‘Racism absolutely must not be tolerated’

STEVE FORD, EDITOR

• You are here: Workforce

Northern Ireland nursing workforce grows by 23% in a decade

19 August, 2024 By Ella Devereux

Source:  Koshiro K / Shutterstock.com

The registered nursing and midwifery workforce in Northern Ireland has grown by 23% since 2014, latest data has revealed.

The Department of Health in Northern Ireland has published details of its Health and Social Care (HSC) workforce census for 2024.

"It is clear that the numbers of nursing staff are not rising in line with the current demand" Rita Devlin

The publication provides analysis of staff in post across the majority of HSC hospital community and social services.

As of 31 March 2024, the HSC employed 65,984 whole-time equivalent (WTE) staff – an increase of 2% compared to the previous year when it was 64,688.

Just over a quarter (27%) of this workforce were from the registered nursing and midwifery staff group, which stood at 17,746 WTE.

With 384 more WTE staff, the registered nursing and midwifery workforce experienced the largest annual increase in staff numbers compared to 2023 – a rise of 2%.

This group also saw the largest increase of WTE staff over a five-year period – with a 16% increase in staff since 2019.

Overall, the registered nursing and midwifery workforce has grown by 23% since March 2014 – when it had 14,428 WTE staff.

Breaking it down by Agenda for Change bands, 50% of nurses and midwives were working at band 5, while 45% were working in bands 6-7.

Some 5% of registered nurses and midwives were working in bands 8 or above.

The census revealed that just over half (54%) of all registered nurses were working as acute or general nurses.

Meanwhile, 9% were mental health nurses and 2% were learning disability nurses.

District nurses and paediatric nurses made up 5% of the workforce, while health visitors made up just 3%.

However, in contrast, the nursing and midwifery support workforce saw a 2% decline in staff, with 4,426 WTE staff in March 2024 compared to 4,500 in March 2023.

This means that nurse support workforce numbers have now dropped below pre-pandemic levels, when there were 4,447 WTE staff in 2019.

Across all HSC organisations, Belfast HSC Trust was the largest overall employer of nursing and midwifery staff, making up 32% of the overall workforce (7,052 staff).

Both Western HSC Trust and Southern HSC Trust employed 18% of the WTE nursing and midwifery staff, while both Northern HSC Trust and South Eastern HSC Trust employed 16%.

The census showed that the majority (91%) of nursing and midwifery employees were female, while 9% were male, which largely mirrors the picture for the UK as a whole where 10% of nurses are male.

The median age of registered nurses and midwives was 39 years and for nursing and midwifery support staff it was 44 years.

The data broke down age and showed that over half (51%) of registered nurses and midwives and 39% of nurse support staff were under the age of 40.

In addition, 13% of nursing and midwifery staff and 24% of nurse support staff were aged 55 years and over.

Rita Devlin

Responding to the publication of the census, Rita Devlin, executive director of the Royal College of Nursing Northern Ireland said: “While on paper there is rise in the numbers of nursing staff in Northern Ireland, no nurse that I know will say that it feels like there are more staff.

“When patient numbers and demand is so high and the service is under such pressure, it is clear that the numbers of nursing staff are not rising in line with the current demand.”

Ms Devlin noted that the college was “concerned about the stagnation and decline of registered nurses in some areas of practice”.

For example, she said the learning disability nursing workforce has fallen by 25% since 2011.

“It is crucial that we address these issues and ensure we have a workforce that is fit for purpose,” argued Ms Devlin.

“In addition, we are seeing the numbers of nursing support worker staff fall. These are extremely valuable members of the workforce who provide essential care to patients.”

Related article

• Northern Ireland census provides analysis of nursing workforce
• Add to Bookmarks

Related articles

London theatre nurses schedule September strikes

Theatre nurses at Guy’s and St Thomas’ NHS Foundation Trust have scheduled another round of strikes in protest over their working hours.

NHS nurses in Scotland offered 5.5% pay rise for 2024-25

The Scottish Government has offered nurses and other NHS staff a 5.5% pay rise for 2024-25, it has been announced.

Temporary nurses ‘not long-term’ solution to staff gaps, warn researchers

Using agency and bank nurses does not significantly lower elevated risks of death resulting from staff shortages, latest workforce research has indicated.

Nurses and midwives demand anti-racist action from PM

Nurses, midwives, doctors and other healthcare workers have written to the government demanding immediate action against racism and Islamophobia, after far-right riots swept the country.

Have your say

Sign in or Register a new account to join the discussion.

• Open access
• Published: 20 August 2024

Impact of a game-based interprofessional education program on medical students’ perceptions: a text network analysis using essays

• Young Gyu Kwon 1 ,
• Myeong Namgung 2 ,
• Song Hee Park 3 ,
• Mi Kyung Kim 3 , 4 ,
• Sun Jung Myung 5 ,
• Eun Kyung Eo 6 &
• Chan Woong Kim 1 , 2  

BMC Medical Education volume  24 , Article number:  898 ( 2024 ) Cite this article

Metrics details

The increasing complexity of the healthcare environment and the necessity of multidisciplinary teamwork have highlighted the importance of interprofessional education (IPE). IPE aims to enhance the quality of patient care through collaborative education involving various healthcare professionals, such as doctors, nurses, and pharmacists. This study sought to analyze how game-based IPE activities influence students’ perceptions and reflective thinking. It also aimed to identify the shifts in perception and effectiveness caused by this educational approach.

The study is based on a game-based IPE program conducted at University A, involving medical and nursing students in structured learning and team-based activities. Data were collected using essays written by the students after they had participated in IPE activities. Text network analysis was conducted by extracting key terms, performing centrality analysis, and visualizing topic modeling to identify changes in students’ perceptions and reflective thinking.

Keywords such as “patient,” “thought,” “group,” “doctor,” “nurse,” and “communication” played a crucial role in the network, indicating that students prioritized enhancing their communication and problem-solving skills within the educational environment. The topic modeling results identified three main topics, each demonstrating the positive influence of game-based collaborative activities, interprofessional perspectives, and interdisciplinary educational experiences on students. Topic 3 (interdisciplinary educational experience) acted as a significant mediator connecting Topic 1 (game-based collaborative activity experience) and Topic 2 (interprofessional perspectives).

This study demonstrates that game-based IPE activities are an effective educational approach for enhancing students’ team building skills, particularly communication and interprofessional perspectives. Based on these findings, future IPE programs should focus on creating collaborative learning environments, strengthening communication skills, and promoting interdisciplinary education. The findings provide essential insights for educational designers and medical educators to enhance the effectiveness of IPE programs. Future research should assess the long-term impacts of game-based IPE on clinical practice, patient outcomes, and participants’ professional development.

Peer Review reports

With rapid changes in the healthcare environment and the advancement of systems, effective collaboration among various healthcare professionals is crucial to meet patients’ high expectations [ 1 ]. This underscores the growing importance of interprofessional education (IPE), which aims to develop the ability to collaborate efficiently as multidisciplinary teams [ 2 , 3 ]. IPE involves students from two or more healthcare professions learning about, from, and with each other through collaborative education. The primary objective of IPE is to assist healthcare professionals, including doctors, pharmacists, and nurses, in developing the competence to collaborate more effectively in multidisciplinary teams to enhance patient care [ 4 ]. Its history began in the early twentieth century and has evolved to include numerous healthcare professionals such as nurses, pharmacists, and dentists [ 5 ]. The World Health Organization (WHO) reported that IPE provides highly collaborative teamwork experiences that improve job satisfaction and enhance access to and safety in patient care [ 6 ]. Recent studies have also shown that IPE is pivotal not only in promoting professional autonomy, understanding of professional roles, teamwork, and collaboration, but also in providing essential knowledge and skills for improving healthcare services [ 7 , 8 , 9 , 10 , 11 , 12 , 13 ].

One innovative approach to enhancing IPE involves game-based learning, which integrates educational content with interactive gaming elements to create engaging and effective learning experiences. Game-based learning has been shown to enhance students’ motivation, participation, and retention of knowledge by providing a dynamic and immersive learning environment [ 14 , 15 , 16 ]. In the context of IPE, these activities can simulate real-life clinical scenarios that require collaboration, communication, and problem-solving among diverse healthcare professionals [ 17 ]. This method allows students to practice and develop these critical skills in a safe and controlled setting, thereby preparing them for actual clinical practice [ 18 ].

Previous IPE studies involving students primarily used surveys, interviews, and participant observations to assess changes in students’ knowledge acquisition, collaboration, teamwork skills, and attitudes [ 19 , 20 , 21 , 22 , 23 ]. While these approaches have provided valuable information for evaluating the effectiveness of IPE programs, they have limitations in terms of exploring students’ direct expressions and deep thinking. Recent research has started exploring game-based learning in IPE, emphasizing its potential to enhance collaboration, communication, and problem-solving skills among healthcare students [ 24 , 25 ]. Game-based learning activities, such as serious games and simulations, offer engaging experiences that promote interprofessional collaboration and reflective thinking [ 17 ]. However, there is still a scarcity of research on students’ personal experiences, changing perceptions, and in-depth understanding of interprofessional collaboration through game-based learning. Addressing this gap can provide better relevance and context to the study of IPE.

Medical education literature has highlighted the importance of various educational strategies in enhancing reflective thinking skills [ 26 , 27 ]. Dewey defines reflective thinking as conscious thought in the problem-solving process, which can be considered as the active utilization of knowledge gained through experience [ 28 ]. Narrative materials, such as essays, are useful tools for gaining an in-depth understanding of students’ experiences and perceptions. Thus, analyzing reflective thinking through essays can help students better understand their learning experiences and improve their problem-solving abilities through effective collaboration across different disciplines [ 29 , 30 ].

This study aimed to analyze students’ perceptions of collaboration by examining essays they wrote after participating in game-based IPE activities, thereby providing evidence for the effectiveness of such education. The results of this study are expected to serve as foundational data to help design and implement more effective collaborative learning strategies for IPE programs.

Course design

The IPE program at a South Korean university targeted fifth-year medical and fourth-year nursing students to prepare them for clinical training. The course was divided into two phases: a six-day shadowing period and a four-day IPE activity period.

During the shadowing period, students observed various healthcare professionals in different clinical settings, including emergency rooms (ERs), ambulatory care, critical care, and outpatient environments. This phase emphasized understanding interprofessional roles and the importance of collaborative practice skills.

In the subsequent IPE activity period, students were grouped into teams of five or six, consisting of both medical and nursing students, to engage in team building exercises. These activities aimed to promote students’ collaboration, communication skills, mutual understanding in clinical settings. The activities during this phase were meticulously designed to develop essential soft skills through structured game-based exercises. These included the Marshmallow Challenge, which aimed to enhance understanding of team building dynamics; the Puzzle Game, which focused on defining roles and fostering teamwork to achieve a common objective; and the Message Game, which underscored the importance of clear and effective communication. Additional activities, such as the Drawing Shapes Game and the Drawing the Story Game, were designed to improve skills in accurate verbal description and to enhance understanding of the SBAR (Situation, Background, Assessment, Recommendation) communication protocol, respectively. Finally, the Board Game was specifically developed to reinforce systems thinking and to illustrate the need for interdisciplinary collaboration in addressing complex issues in a hospital. Table 1 outlines the key activities included in this period.

This study aimed to analyze essays written by students after participating in the IPE activities to assess their reflections and learning outcomes.

Research procedure

The fundamental premise of text network analysis is to extract keywords representing the core content from the literature [ 31 ]. This study focused on understanding students’ thoughts and perceptions by analyzing their essays. The research process comprised (1) data collection, (2) keyword selection and data processing, (3) core keyword extraction and network construction, (4) network connectivity and centrality analysis, and (5) topic modeling. This approach facilitated a nuanced understanding of the conceptual relationships within the text, yielding deeper insights into students’ reflective thinking and experiences with interprofessional collaboration, thereby aligning with the objectives of this study.

Data collection

Data were collected in 2021 after the IPE program. Of the 82 medical students who participated in the program, 77 voluntarily submitted essays, representing a 93.9% response rate from the entire cohort enrolled in the IPE program. The essays were collected after the completion of the entire program, capturing students’ reflections and feelings about the course. These essays were not intended for assessment or evaluation purposes but were written freely by students to express their thoughts and experiences regarding the program. The primary aim was to gather qualitative insights into how students perceived and internalized the IPE activities, which aligns with the study’s objective to understand the impact of game-based learning on developing interprofessional collaboration, communication, and team building skills. We focused on medical students’ essays to explore their specific perspectives and experiences within the IPE program, as these students often play crucial roles in multidisciplinary teams. Therefore, understanding their views can provide valuable insights for improving IPE programs and enhancing interprofessional collaboration in clinical practice [ 32 ].

Keyword selection and data pre-processing

The student essays were collected using MS Office Excel. Pre-processing involved an initial review using Excel’s Spell Check, followed by manual corrections to fix typographical errors. Morphological analysis was performed using Netminer 4.5.1.c (CYRAM), which automatically removed pronouns and adverbs, leaving only nouns. To extract the words, 25 designated words, 40 synonyms, and 321 excluded words were pre-registered. Designated words are terms that convey specific meanings when grouped [ 33 ]. In this study, terms such as “interprofessional education” and “Friday Night at the ER” were classified as such. Synonyms, a group of words that have similar meanings, were processed as a single term that can represent the common meaning of those words [ 34 ]. For instance, “Friday night ER,” “FNER,” and “Friday night in the ER” were extracted as “Friday Night at ER.” Words considered irrelevant to the current research focus or general words that did not contribute to meaningful analysis were excluded (e.g., “and,” “or,” “front,” “inside,” “during”). Three professors specializing in emergency medicine and one medical educator handled word extraction and refinement, and the final selection was reviewed by the entire research team.

The data analysis utilized was qualitative content analysis, focusing on both the identification and contextual usage of keywords. This approach involved the descriptive counting of keywords as well as an in-depth analysis of their usage within the essays. This rigorous process ensured that the keywords selected were relevant to the study’s focus on IPE and collaboration, providing both quantitative and qualitative insights into the students’ reflections and experiences.

Extraction of core keywords and network construction

Core keyword extraction was based on the term frequency-inverse document frequency (TF-IDF) method. The frequency of word occurrences is expressed as “term frequency (TF),” which indicates how often a word appears within a document [ 35 ]. By contrast, “inverse document frequency (IDF)” is calculated using the logarithmic value of the inverse of document frequency [ 36 ]. The TF-IDF value is computed by multiplying TF by IDF. A high value indicates that a word is important in a specific document but rarely appears in others [ 37 ]. This method allows the assessment of the importance of words in documents. For network analysis, the 2-mode word-document network was converted into a 1-mode word-word network. The co-occurrence frequency was set to occur at least twice, and the word proximity (window size) was set to two, following previous studies on text network analysis [ 38 ].

Network connectivity and centrality analysis

Network size and density, as well as the average degree and distance at the node level, were identified to understand the overall characteristics of the network. Network size denotes the total number of nodes (keywords). Density measures the ratio of actual connections to possible connections, indicating network cohesion. The average degree reflects the average number of connections per node, while the average distance shows the typical number of steps between nodes, revealing the network’s connectivity and compactness [ 35 , 38 ]. Centrality analysis included degree, betweenness, and eigenvector centrality, whereas closeness centrality was excluded due to poor performance in lengthy texts [ 39 ]. Degree centrality measures how well a node is connected within a network, helping to identify keywords that play a central role in the network [ 40 ]. Betweenness centrality measures how frequently a node appears on the shortest path between other nodes, indicating how well it acts as an intermediary between two nodes [ 41 ]. Eigenvector centrality assesses the influence of a node by considering the importance of its neighboring nodes beyond the degree of connection [ 42 ]. This study extracted the top 30 words for each degree, betweenness, and eigenvector centrality. Finally, a spring map was used to visualize the keywords and their connection structures in the network.

Text network analysis was chosen because it provides a detailed understanding of relationships between concepts, unlike traditional methods that focus on theme frequency. It visualizes keyword interactions, highlighting central themes and their connections, offering insights into students’ reflections on IPE and their thought patterns.

Topic modeling

Latent Dirichlet allocation (LDA) is a statistical text-processing technique that clusters keywords based on their probabilities and distributions to infer topics [ 43 ]. In this study, keywords extracted from essays were compiled into a matrix for LDA. To determine the optimal number of topics, combinations of α = 0.01–0.03, β = 0.01–0.03, topic model = 3–8, and 1,000 iterations were tested. The optimal model was selected based on the coherence score (c_v), with the highest coherence score ensuring the validity and reliability of the inferred topics [ 44 , 45 , 46 ].

Key keywords

Table 2 presents the keywords derived from analyzing medical students’ essays selected through the TF and TF-IDF analyses. In the TF analysis, “thought” appeared most frequently (365 times), followed by “group” 359 times, “class” 322 times, and “game” 278 times. The top 20 keywords in TF-IDF included “patient,” “game,” “group,” and “person.” Keywords that appeared in both TF and TF-IDF analyses included “nursing school,” “nurse,” “game,” “hospital,” “person,” “mutual,” “communication,” “time,” “group,” “important,” “progress,” “puzzle,” “patient,” and “activity.” Comparing the keywords between TF and TF-IDF, new terms that emerged in TF-IDF included “IPE,” “room,” and “clinical practice.”

• Text network analysis

Network structure

In this study, a network was constructed based on a co-occurrence frequency of at least two words with word proximity (window size) set to two words. The resulting network comprised 1,218 nodes and 627 links. The network density was 0.012, with an average degree and distance of 3.919 and 3.447, respectively.

Centrality analysis

Table 3 lists the top 30 keywords according to degree, betweenness, and eigenvector centralities, providing insight into the overall network characteristics. The top three keywords across all three centrality analyses included “patient,” “thought,” “group,” “doctor,” “nurse,” and “communication.” The ranking and composition of the keywords were similar in both degree and betweenness centrality analyses. In the eigenvector results, “doctor,” “nurse,” and “communication” were ranked highest. When comparing the top 30 keywords from eigenvector centrality with those from degree and betweenness centrality, new terms such as “future,” “society,” and “need” emerged. These findings are presented in Fig.  1 , which illustrates the spring network map of centrality.

Spring network map of centrality. a  Degree centrality. b  Betweenness centrality. c  Eigenvector centrality

Topic modeling: selection of the number of topics

To determine the optimal number of topics, 54 combinations of options were tested, including α = 0.01–0.03, β = 0.01–0.03, topic models = 3–8, and 1,000 iterations. Three topics were identified.

In the topic modeling process, after reviewing the keywords and contents of the assigned original documents, the research team convened and named each topic to reflect the trend of the subject matter, as shown in Fig.  2 . Following prior research, the final topic model was visualized using a topic-keyword map displaying the top eight to thirteen words [ 44 ]. Topic 1, accounting for 17% of the total topics, includes keywords such as “group,” “game,” “puzzle,” “delivery,” and “activity.” This reflects the inclusion of group-based, game-centric activities in the IPE classes; hence, it was named “game-based collaborative activity experience.” Topic 2 comprises 23% of the topics centered around the thoughts of doctors and nurses about patients in clinical settings, with keywords including “doctor,” “thought,” “patient,” “hospital,” and “nurse.” It was thus named “interprofessional perspectives.” Topic 3, with the largest share at 60%, incorporates keywords such as “class,” “nursing school,” “thought,” “activity,” and “student.” It primarily addresses class activities involving nursing students, thus the term “interdisciplinary educational experience.” Visually examining the entire network of topic modeling indicates that Topic 1, “game-based collaborative activity experience,” and Topic 3, “interdisciplinary educational experience,” are connected through the keywords “person” and “activity.” Topic 2, “Interprofessional Perspectives,” and Topic 3, are linked by “thought” and “class.” In the network, Topic 3 plays a vital role in connecting Topics 1 and 2, as illustrated in Fig.  2 .

Semantic keywords of topic modeling

This study is the first attempt to demonstrate the educational impact of game-based IPE activities on fostering an interprofessional perspective, communication skills, and team building skills among healthcare professionals through a text network analysis of student essays. This distinguishes this study from previous studies. This approach can help students develop collaborative skills, thereby effectively addressing various challenges in clinical settings. The primary findings and implications of this study are as follows:

First, the keywords with the highest degree of centrality were “patient,” “thought,” and “group.” High-degree-centrality keywords play a central role in the entire network, suggesting that the overall program should be designed around these keywords. The keywords with high betweenness centrality were also “patient,” “thought,” and “group.” These keywords act as necessary connectors within the network, indicating that they are crucial for establishing communication channels between different professions and ensuring a smooth flow of information in medical education. Keywords with high eigenvector centrality included “doctor,” “nurse,” and “communication.” The prominence of keywords such as “doctor,” “nurse,” and “communication” in centrality measures signifies their strong connections to other important terms in the network. This highlights the pivotal role of doctors and nurses in collaborative practices and underscores the importance of communication skills in IPE programs. The central positioning of these keywords within the network emphasizes the need to prioritize interprofessional roles and communication competencies to enhance collaborative practices in clinical settings. These results align with previous findings emphasizing the importance of education in promoting effective collaboration and communication among healthcare professionals [ 47 ]. The centralities thus provide quantitative evidence supporting the critical roles and interactions that are essential for successful IPE.

The relevance of these keywords can be understood within the framework of the Interprofessional Education Collaborative (IPEC) Core Competencies, which emphasize patient-centered care, reflective thinking, and effective communication. The central keywords align with IPEC’s domains: values/ethics for interprofessional practice, roles/responsibilities, interprofessional communication, and teams/teamwork [ 4 , 48 ]. For instance, “patient” and “group” correspond to the emphasis on patient-centered care and teamwork, while “thought” and “communication” are essential for reflective practice and effective interprofessional communication. Integrating IPE into medical education strengthens transparent and efficient teamwork across different specialties, minimizes errors in clinical decision-making, and improves patient outcomes. Consequently, medical schools should develop curricula that provide students with ample opportunities to collaborate with team members from various specialties [ 49 ].

Second, the topic modeling analysis indicated that Topic 1 provides a collaborative experience through group-based gaming activities in an IPE course. This aligns with previous research, indicating that game-based learning can enhance participants’ socialization and communication skills. Thornton Bacon et al. [ 50 ] and Sanko et al. [ 51 ] reported that students who participated in the Friday Night at Emergency Room (FNER) game demonstrated a statistically significant increase in systems thinking scores. In addition, Fusco et al. [ 52 ] confirmed that gameplay positively affected students’ systematic thinking, effective collaboration, and socialization skills. This suggests that game-based learning is useful for developing collaborative problem-solving skills and can be effectively integrated into various educational designs of IPE programs. Topic 2 highlights the significant focus on the perspectives of healthcare professionals in clinical environments. According to Bridges et al. [ 53 ] and Prentice et al. [ 54 ], IPE provides opportunities to develop a better understanding of roles and improve communication among healthcare team members. In this process, improving knowledge about one’s own roles and responsibilities as well as those of other professions can enhance teamwork between professionals [ 55 ]. This finding suggests that IPE programs can improve the quality of healthcare delivery by fostering mutual respect and understanding among different healthcare professionals. Topic 3 primarily addressed class activities for nursing students and included interdisciplinary educational experiences. These results show that game-based IPE activities are an effective educational method for enhancing interprofessional perspectives and communication skills, going beyond traditional lectures that simply deliver knowledge to students.

Additionally, Bjerkvik and Hilli [ 56 ] stated that expressing thoughts through writing facilitates the understanding of personal experiences. This enables learners to explore their emotions and attitudes, ultimately leading them to deeper self-understanding and professional growth. Consequently, this study analyzed students’ reflective thinking through topic modeling and presented evidence that game-based IPE activities are crucial in promoting learners’ reflective thinking and professional growth.

This study has several limitations. First, a limited group of students from a specific university participated in this study, which may have restricted the generalizability of the findings. Additional research is required to verify the results of this study across multiple student groups from various backgrounds and environments. Second, the research methodology relied on text analysis of student essays, focusing only on students’ subjective experiences and perceptions. To address this limitation, we used a rigorous coding scheme, inter-rater reliability checks, and TF-IDF for keyword extraction. Our methodology included keyword selection, data pre-processing, network construction, and LDA-based topic modeling, optimized with the coherence score (c_v). These steps ensured that the data analysis was both robust and reliable. Additionally, incorporating multiple methods for data analysis allowed us to cross-verify the findings and enhance the overall rigor of the study. Future research should integrate a range of methods, including interviews and surveys, to achieve a more comprehensive evaluation. Third, the effects of IPE programs on students’ collaborative competencies in clinical practice and healthcare settings is limited. Future research should explore the long-term impacts of game-based IPE on clinical practice, patient outcomes, and students’ readiness for clinical environments. Additionally, tracking the career progression and professional development of participants will help assess the sustained benefits of these educational interventions.

Conclusions

This study is the first to explore changes in reflective thinking and perceptions among students who participated in IPE programs. This demonstrates the positive effects of IPE on professional healthcare students. Specifically, through the analysis of degree, betweenness, and eigenvector centrality, we identified keywords such as “patient,” “thought,” “group,” “doctor,” “nurse,” and “communication” as crucial to interprofessional perspectives and communication among healthcare professionals. Topic modeling further underscores the importance of game-based learning, interprofessional perspectives, and interdisciplinary educational experiences.

These findings emphasize the need for innovative teaching methods in medical education and reaffirm the importance of promoting effective inter-professional perspective, communication skills and team building skills. Medical schools should strive to improve the design and implementation of their IPE program by incorporating students’ experiences and reflective insights. This will ultimately improve the quality of medical education. This study can serve as valuable foundational data for future research. Future studies should investigate the long-term effects of game-based IPE on clinical practice and patient outcomes. Research should also explore the impact of game-based IPE on participants’ career progression and professional development to assess sustained benefits. Additionally, future research could examine how different game-based learning activities influence specific interprofessional competencies, such as teamwork, communication, and problem-solving skills, to identify the most effective approaches for IPE programs.

Availability of data and materials

The datasets generated and/or analysed during the current study are not publicly available due to ethical constraints but are available from the corresponding author on reasonable request.

Abbreviations

• Interprofessional education

Friday night at emergency room

Latent Dirichlet allocation

Term frequency

Term frequency-inverse document frequency

Inverse document frequency

Fox A, Reeves S. Interprofessional collaborative patient-centred care: a critical exploration of two related discourses. J Interprof Care. 2015;29:113–8.

Article   Google Scholar  

Gilligan C, Outram S, Levett-Jones T. Recommendations from recent graduates in medicine, nursing and pharmacy on improving interprofessional education in university programs: A qualitative study. BMC Med Educ. 2014;14:52.

Haresaku S, Naito T, Aoki H, Miyoshi M, Monji M, Umezaki Y, et al. Development of interprofessional education programmes in nursing care and oral healthcare for dental and nursing students. BMC Med Educ. 2024;24:381.

Mohammed CA, Anand R, Saleena Ummer VS. Interprofessional education (IPE): A framework for introducing teamwork and collaboration in health professions curriculum. Med J Armed Forces India. 2021;77(Suppl 1):S16-21.

Schmitt MH, Gilbert JH, Brandt BF, Weinstein RS. The coming of age for interprofessional education and practice. Am J Med. 2013;126:284–8.

World Health Organization. Framework for Action on Interprofessional Education and Collaborative Practice. Geneva: World Health Organization; 2010. p. 13–15.5.

Curran VR, Sharpe D, Flynn K, Button P. A longitudinal study of the effect of an interprofessional education curriculum on student satisfaction and attitudes towards interprofessional teamwork and education. J Interprof Care. 2010;24:41–52.

Reeves S, Goldman J, Burton A, Sawatzky-Girling B. Synthesis of systematic review evidence of interprofessional education. J Allied Health. 2010;39(Suppl 1):198–203.

Google Scholar  

Brock D, Abu-Rish E, Chiu CR, Hammer D, Wilson S, Vorvick L, et al. Interprofessional education in team communication: Working together to improve patient safety. Postgrad Med J. 2013;89:642–51.

Rogers O, Heck A, Kohnert L, Paode P, Harrell L. Occupational therapy’s role in an interprofessional student-run free clinic: Challenges and opportunities identified. Open J Occup Ther. 2017;5:7.

Peeters MJ, Sexton M, Metz AE, Hasbrouck CS. A team-based interprofessional education course for first-year health professions students. Curr Pharm Teach Learn. 2017;9:1099–110.

Imafuku R, Kataoka R, Ogura H, Suzuki H, Enokida M, Osakabe K. What did first-year students experience during their interprofessional education? A qualitative analysis of e-portfolios. J Interprof Care. 2018;32:358–66.

Alzamil H, Meo SA. Medical students’ readiness and perceptions about interprofessional education: a cross sectional study. Pak J Med Sci. 2020;36:693–8.

Hu H, Xiao Y, Li H. The effectiveness of a serious game versus online lectures for improving medical students’ coronavirus disease 2019 knowledge. Games Health J. 2021;10:139–44.

Xu M, Luo Y, Zhang Y, Xia R, Qian H, Zou X. Game-based learning in medical education. Front Public Health. 2023;11:1113682.

Surapaneni KM. Livogena: The Ikteros curse—A jaundice narrative card and board game for medical students. MedEdPORTAL. 2024;20:11381.

Fusco NM, Jacobsen LJ, Klem N, Krzyzanowicz R, Ohtake PJ. A serious game employed to introduce principles of interprofessional collaboration to students of multiple health professions. Simul Gaming. 2022;53:253–64.

Umoren R, editor. Simulation and Game-Based Learning for the Health Professions. Hershey: IGI Global; 2022.

Thannhauser J, Russell-Mayhew S, Scott C. Measures of interprofessional education and collaboration. J Interprof Care. 2010;24:336–49.

Rosenfield D, Oandasan I, Reeves S. Perceptions versus reality: a qualitative study of students’ expectations and experiences of interprofessional education. Med Educ. 2011;45:471–7.

Darlow B, Donovan S, Coleman K, McKinlay E, Beckingsale L, Gallagher P, et al. What makes an interprofessional education programme meaningful to students? Findings from focus group interviews with students based in New Zealand. J Interprof Care. 2016;30:355–61.

Almoghirah H, Nazar H, Illing J. Assessment tools in pre-licensure interprofessional education: A systematic review, quality appraisal and narrative synthesis. Med Educ. 2021;55:795–807.

Gysin S, Huber M, Feusi E, Gerber-Grote A, Witt CM. Interprofessional education day 2019–A qualitative participant evaluation. GMS J Med Educ. 2022;39:Doc52.

Friedrich C, Teaford H, Taubenheim A, Boland P, Sick B. Escaping the professional silo: an escape room implemented in an interprofessional education curriculum. J Interprof Care. 2019;33:573–5.

Friedrich C, Teaford H, Taubenheim A, Sick B. Interprofessional health care escape room for advanced learners. J Nurs Educ. 2020;59:46–50.

Sandars J. The use of reflection in medical education: AMEE Guide No. 4. Med Teach. 2009;31:685–95.

Wald HS, Borkan JM, Taylor JS, Anthony D, Reis SP. Fostering and evaluating reflective capacity in medical education: Developing the REFLECT rubric for assessing reflective writing. Acad Med. 2012;87:41–50.

Rodgers C. Defining reflection: Another look at John Dewey and reflective thinking. Teach Coll Rec. 2002;104:842–66.

Entwistle N. Frameworks for understanding as experienced in essay writing and in preparing for examination. Educ Psychol. 1995;30:47–54.

Lin CW, Lin MJ, Wen CC, Chu SY. A word-count approach to analyze linguistic patterns in the reflective writings of medical students. Med Educ Online. 2016;21:29522.

Yang L, Li K, Huang H. A new network model for extracting text keywords. Scientometrics. 2018;116:339–61.

Zechariah S, Ansa BE, Johnson SW, Gates AM, Leo GD. Interprofessional education and collaboration in healthcare: an exploratory study of the perspectives of medical students in the United States. Healthcare. 2019;7:117.

Lee SS. A content analysis of journal articles using the language network analysis methods. J Korean Soc Inf Manag. 2014;31:49–68.

Won J, Kim K, Sohng KY, Chang SO, Chaung SK, Choi MJ, et al. Trends in nursing research on infections: semantic network analysis and topic modeling. Int J Environ Res Public Health. 2021;18:6915.

Park ST, Liu C. A study on topic models using LDA and Word2Vec in travel route recommendation: Focus on convergence travel and tours reviews. Pers Ubiquitous Comput. 2022;26:429–45.

Robertson S. Understanding inverse document frequency: On theoretical arguments for IDF. J Doc. 2004;60:503–20.

Wang J, Dagvadorj A, Kim HS. Research trends of human resources management in hotel industry: Evidence from South Korea by semantic network analysis. Culinary Sci Hosp Res. 2021;27:68–78.

Park MY, Jeong SH, Kim HS, Lee EJ. Images of nurses appeared in media reports before and after outbreak of COVID-19: Text network analysis and topic modeling. J Korean Acad Nurs. 2022;52:291–307.

Boudin F. A comparison of centrality measures for graph-based keyphrase extraction. In: Proceedings of the sixth international joint conference on natural language processing. 2013. p. 834–8.

Valente TW, Coronges K, Lakon C, Costenbader E. How correlated are network centrality measures? Connect (Tor). 2008;28:16–26.

Ausiello G, Firmani D, Laura L. The (betweenness) centrality of critical nodes and network cores. In: 9th International Wireless Communications and Mobile Computing Conference (IWCMC), 2013. Sardinia: IEEE; 2013. p. 90–5.

Maharani W, Adiwijaya AA, Gozali AA. Degree centrality and eigenvector centrality in Twitter. In: 8th International Conference on Telecommunication Systems Services and Applications (TSSA), 2014. Bali: IEEE; 2014. p. 1–5.

Blei DM, Lafferty JD. Topic models. In: Text Mining. Boca Raton: Chapman and Hall/CRC; 2009. p. 101–24.

Lee JW, Kim Y, Han DH. LDA-based topic modeling for COVID-19-related sports research trends. Front Psychol. 2022;13:1033872.

Colla D, Delsanto M, Agosto M, Vitiello B, Radicioni DP. Semantic coherence markers: The contribution of perplexity metrics. Artif Intell Med. 2022;134: 102393.

Jang JH, Masatsuku N. A study of factors influencing happiness in Korea: Topic modelling and neural network analysis. Data and Metadata. 2024;3:238–238.

Buring SM, Bhushan A, Broeseker A, Conway S, Duncan-Hewitt W, Hansen L, et al. Interprofessional education: definitions, student competencies, and guidelines for implementation. Am J Pharm Educ. 2009;73:59.

Thistlethwaite JE, et al. Competencies and frameworks in interprofessional education: a comparative analysis. Acad Med. 2014;89:869–87.

Barnsteiner JH, Disch JM, Hall L, Mayer D, Moore SM. Promoting interprofessional education. Nurs Outlook. 2007;55:144–50.

Thornton Bacon C, Trent P, McCoy TP. Enhancing systems thinking for undergraduate nursing students using Friday Night at the ER. J Nurs Educ. 2018;57:687–9.

Sanko JS, Gattamorta K, Young J, Durham CF, Sherwood G, Dolansky M. A multisite study demonstrates positive impacts to systems thinking using a table-top simulation experience. Nurse Educ. 2021;46:29–33.

Fusco NM, Foltz-Ramos K, Ohtake PJ, Mann C. Interprofessional simulation learning game increases socialization and teamwork among students of health professions programs. Nurse Educ. 2024;49:E32–5.

Bridges D, Davidson RA, Soule Odegard P, Maki IV, Tomkowiak J. Interprofessional collaboration: three best practice models of interprofessional education. Med Educ Online. 2011;16(1):6035.

Prentice D, Engel J, Taplay K, Stobbe K. Interprofessional collaboration: The experience of nursing and medical students’ interprofessional education. Glob Qual Nurs Res. 2015;2:2333393614560566.

Wilhelmsson M, Pelling S, Uhlin L, Owe Dahlgren L, Faresjö T, Forslund K. How to think about interprofessional competence: A metacognitive model. J Interprof Care. 2012;26:85–91.

Bjerkvik LK, Hilli Y. Reflective writing in undergraduate clinical nursing education: A literature review. Nurse Educ Pract. 2019;35:32–41.

Download references

Acknowledgements

The authors sincerely thank all those who have contributed to this work through their support, insights, and encouragement.

This research did not receive any specific grant from funding agencies in the public, commercial, or not-for-profit sectors.

Author information

Authors and affiliations.

Center for Medical Education, College of Medicine, Chung-Ang University, Dongjak-Gu, Seoul, Republic of Korea

Young Gyu Kwon & Chan Woong Kim

Department of Emergency Medicine, College of Medicine, Chung-Ang University, Dongjak-Gu, Seoul, Republic of Korea

Myeong Namgung & Chan Woong Kim

Department of Medical Education, College of Medicine, Chung-Ang University, Dongjak-Gu, Seoul, Republic of Korea

Song Hee Park & Mi Kyung Kim

Department of Pathology, College of Medicine, Chung-Ang University, Dongjak-Gu, Seoul, Republic of Korea

Mi Kyung Kim

Office of Medical Education, Seoul National University College of Medicine, Jongno-Gu, Seoul, Republic of Korea

Sun Jung Myung

Department of Emergency Medicine, Soonchunhyang University Bucheon Hospital, Bucheon, Republic of Korea

Eun Kyung Eo

You can also search for this author in PubMed   Google Scholar

Contributions

Study conception and design: YK, MN, CK. Data collection: YK, MN, CK. Data analysis and interpretation: YK, MN, SM, EE, CK. Drafting of the article: YK, MN, SP, MK. Critical revision of the article: YK, MN, SP, SM, EE, CK.

Corresponding author

Correspondence to Chan Woong Kim .

Ethics declarations

Ethical approval and consent to participate.

The Institutional Review Board (IRB) of Chung-Ang University determined that this study meets the criteria for an exemption from IRB review, as it involves research conducted in established or commonly accepted educational settings and involves normal educational practices. Approval Number: 1041078–20240321-HR-051. Written informed consent was obtained from all participating students. All methods were performed in accordance with relevant guidelines and regulations, including the principles outlined in the Declaration of Helsinki.

Consent for publication

Not applicable.

Competing interest

The authors declare no competing interests.

Additional information

Publisher’s note.

Springer Nature remains neutral with regard to jurisdictional claims in published maps and institutional affiliations.

Rights and permissions

Open Access This article is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License, which permits any non-commercial use, sharing, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons licence, and indicate if you modified the licensed material. You do not have permission under this licence to share adapted material derived from this article or parts of it. The images or other third party material in this article are included in the article’s Creative Commons licence, unless indicated otherwise in a credit line to the material. If material is not included in the article’s Creative Commons licence and your intended use is not permitted by statutory regulation or exceeds the permitted use, you will need to obtain permission directly from the copyright holder. To view a copy of this licence, visit http://creativecommons.org/licenses/by-nc-nd/4.0/ .

Reprints and permissions

About this article

Cite this article.

Kwon, Y.G., Namgung, M., Park, S.H. et al. Impact of a game-based interprofessional education program on medical students’ perceptions: a text network analysis using essays. BMC Med Educ 24 , 898 (2024). https://doi.org/10.1186/s12909-024-05893-2

Download citation

Received : 27 May 2024

Accepted : 12 August 2024

Published : 20 August 2024

DOI : https://doi.org/10.1186/s12909-024-05893-2

Share this article

Anyone you share the following link with will be able to read this content:

Sorry, a shareable link is not currently available for this article.

Provided by the Springer Nature SharedIt content-sharing initiative

• Game-based learning
• Reflective thinking
• Collaborative learning

BMC Medical Education

ISSN: 1472-6920

• Submission enquiries: [email protected]
• General enquiries: [email protected]