Healthy Lifestyle and Professional Identity in Nursing Students: A Scoping Review of Their Interrelationships.
Background: Professional identity (PI) formation is a central developmental process associated with students' well-being and ability to cope with professional demands. Healthy lifestyle (HL) and self-care are recognised as resources for sustaining long-term professional engagement. Although both PI...
| Publicado en: | Nursing Reports Vol. 16; no. 4; pp. 121 - 147 |
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| Autores principales: | , , |
| Formato: | research systematic review tables/charts Journal Article |
| Publicado: |
MDPI
Apr2026
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=193440301&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 193440301 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 2039439X EGNT jtl: Nursing Reports issn: 2039439X maglogo: N pubinfo: dt: Apr2026 vid: 16 iid: 4 pid: 97109 pub: MDPI artinfo: ui: 193440301 193440301 193440301 10.3390/nursrep16040121 193440301 ppf: 121 ppct: 26 formats: fmt: – @attributes: type: T – @attributes: type: P tig: atl: Healthy Lifestyle and Professional Identity in Nursing Students: A Scoping Review of Their Interrelationships. aug: au: Grünthal-Drell, Marelle Timoštšuk, Inge Argus, Martin affil: Chair of Nursing, Tallinn Health University of Applied Sciences, 13418 Tallinn, Estonia sug: subj: Life Style Evaluation Health Behavior Evaluation Professional Identity Students, Nursing Psychosocial Factors Human Funding Source Scoping Review Medline PubMed Psychological Well-Being Student Attitudes Self Care Education, Nursing Students, Nursing, Baccalaureate Psychosocial Factors Self Concept ab: Background: Professional identity (PI) formation is a central developmental process associated with students' well-being and ability to cope with professional demands. Healthy lifestyle (HL) and self-care are recognised as resources for sustaining long-term professional engagement. Although both PI formation and HL are considered important in nursing education, their interrelationship remains insufficiently understood. Objective: This review aimed to map and synthesise the existing literature on nursing students' PI formation and its relationship with HL. Methods: A scoping review was conducted following the Arksey and O'Malley framework, Joanna Briggs Institute guidance, and PRISMA-ScR reporting standards. A systematic search was performed in Web of Science, Scopus, MEDLINE, and PubMed for peer-reviewed studies published 2015–2025. Results: Twelve sources met the inclusion criteria. The relationship between PI and HL is complex, indirect, and not yet clearly conceptualised. Rather than being defined through direct behavioural pathways, it appears to be mediated through mental well-being and related psychosocial aspects, as well as contextual influences. Tensions were identified between expectations of nurses as health role models and students' lived behaviours. A well-developed PI may function as a protective resource against maladaptive coping and support-adaptive responses to academic and clinical stress. Conclusions: Both PI and HL are predominantly conceptualised as dynamic and contextually embedded processes. More integrative approaches addressing both behavioural and psychosocial dimensions are needed. Future research should adopt conceptually coherent and methodologically balanced designs across diverse educational contexts. pubtype: Academic Journal doctype: research systematic review tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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