Using Reflective Writing in Midwifery and Advanced Practice Registered Nurse Education to Facilitate Professional Identity Development.
Year: 2026
Type: article
Abstract: Background: Developing professional identity can be challenging for faculty teaching in advanced practice nursing programs, particularly as students transition from learner to autonomous clinician. Reflective writing offers a pedagogical strategy for helping learners examine clinical experiences, emotions, and integrate emerging professional values during this transition. Methodology: This educational innovation used a descriptive qualitative approach to examine structured reflective writing assignments completed by nurse-midwifery students (N=12) during their final semester of education. Three guided reflections were designed to support professional role development by prompting students to explore their clinical experiences, patient interactions, and influential role-modeling encounters in a meaningful way. Reflections were de-identified and analyzed using an iterative thematic approach to identify patterns related to professional identity formation. Results: Analysis revealed four recurring themes: (1) emerging vulnerability and self-awareness, (2) development of empathy and patient-centered perspective, (3) influence of role modeling on professional identity formation, and (4) recognition of clinical uncertainty and ongoing growth. Although the depth of reflection varied, most students demonstrated meaningful engagement and described important moments that shaped their evolving professional identities. Conclusion: Structured reflective writing can provide a practical and scalable educational strategy for supporting professional identity development in midwifery and advanced practice registered nurse (APRN) education. Guided reflection helped students connect their clinical experiences with developing professional values, identifying the importance of empathy, and articulating intentions for future practice and growth.
Source: medtigo Journal of Medicine
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: hybrid
OpenAlex ID: W7141136165