Self-concept of the nursing profession among nursing students: An art-based qualitative analysis

Background: In general, nursing students' self-concept of nursing is associated with their professional competence. Arts-based pedagogical approaches offer a creative way of supporting nursing education that improves clinical practice and creates meaningful learning. Purpose: The aim of the study is to understand the professional self-concept of nursing students through their self-artwork. Method: A qualitative descriptive design from an arts-based critical perspective was applied to nursing students from an accelerated program for non-nursing BA graduates. The thematic analysis utilized the constant comparative analysis method. Results: The study included 34 artworks created by 184 students. Three themes and 11 codes were identified. The themes are: “The question is why?”; “My story,”; and “Nursing is a value.” The themes and codes reflect a naïve view of nursing self-concept, societal critique regarding the profession's poor image, and recognition of nursing as a feminist and transition tool, particularly among Arab women. Students expressed concerns about balancing professional commitments and their own needs. Conclusion: Use of artwork may help students express their professional self-concept, thoughts, feelings, and criticism. Nursing educators and leaders can use these insights to develop an education process adapted to the needs of students, professionals, and society.