The role of curriculum in the formation of professional identity in undergraduate nursing students: A systematic review

Document Type : Review Article

Authors

1 PhD in nursing, Student Research Committee, School of Nursing and Midwifery, Mashhad University of Medical Sciences, Mashhad, Iran.

2 Professor, Nursing and Midwifery Care Research Center, Medical Sciences Education Research Center, Mashhad University of Medical Sciences, Mashhad, Iran.

10.22038/nnj.2026.91833.1519

Abstract

Background and Aims: Professional identity is a cornerstone of nursing professionalism, directly influencing the quality of care, job commitment, and nurses’ satisfaction. The nursing curriculum, encompassing both formal and hidden elements, plays a critical role in shaping this identity. The aim of this study is to identify and analyze the curriculum components that influence the formation of professional identity in nursing students.
Materials and Methods: This systematic review followed the PRISMA 2020 guidelines. Articles published between January 2015 and September 2025 were retrieved from PubMed, Scopus, Web of Science, Cochrane Library, ERIC, Google Scholar, and grey literature sources. Eligible studies included quantitative designs (RCTs, quasi-experimental, and cross-sectional) examining the relationship between curriculum components and nursing students’ professional identity.
Results: Out of 3,482 identified records, 8 studies met the inclusion criteria. The studies were conducted across Asia, Europe, and the United States, with sample sizes ranging from 98 to 612 undergraduate nursing students. Most studies employed quasi-experimental designs. Interventions included medical documentary-based teaching, online modules, structured mentoring, and portfolio-based learning. Findings consistently demonstrated that these strategies enhanced professional identity, improved self-efficacy, and supported professional socialization. Additionally, individual and informal factors, such as hidden curriculum and internship experiences, were identified as significant predictors of professional identity.
Conclusion: Evidence suggests that innovative curriculum design, integration of theory and practice, application of digital learning tools, and experiential opportunities are essential in fostering professional identity among nursing students. These insights provide guidance for policymakers and educators to reform nursing curricula and strengthen professional development in nursing education.

Keywords

References

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Navid No
Volume 29, Issue 97
June 2026
Pages 77-87

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