Sandra Rita Pereira Fernandes, Márcia Maria Carneiro Oliveira, Maria de Fátima Carneiro Pereira, Maria João Cardoso Teixeira, Olga Maria Pimenta Lopes Ribeiro, Tânia Marisa Pinto Rodrigues, Cânia Patrícia Torres, Beatriz Rodrigues Araújo
nurses identified with educators aligned with the Social Constructivist Model and distanced themselves from or opposed those aligned with the Traditional Model. Findings revealed leadership roles and obstacles within the identification and differentiation groups.
OBJECTIVES: to understand how the Traditional and Social Constructivist models used by nurse educators influence Portuguese nurses' professional identity formation and clinical practice.
METHODS: descriptive, qualitative study guided by the ego-ecological theory of Zavalloni and Louis-Guérin. Data were generated by exploring responses to the Psychosocial Identity Inventory in representational units of identification with and differentiation from nurse educators, complemented by interviews conducted using recommended techniques.
RESULTS: nurses identified with educators aligned with the Social Constructivist Model and distanced themselves from or opposed those aligned with the Traditional Model. Findings revealed leadership roles and obstacles within the identification and differentiation groups.
FINAL CONSIDERATIONS: within the Social Constructivist Model, the influence of educators on nurses' professional identity formation and clinical practice proved more effective. Encouraging nurses to assume a critical and transformative role supports professional development and strengthens a culture of leadership oriented toward the quality of care and innovation.