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OBJECTIVE: To determine the factors associated with Professional Identity, with the aim of proposing an educational strategy that fosters it among the nursing program’s undergraduate students. METHODOLOGY: A mixed methodological design was followed, using the Nurse Professional Identity’s score (IPE) as variable according to socio-demographic characteristics and professional aspects. Quantitative measures had core trend and dispersion measures calculated and numeric variables had proportion calculated; OR was used as association measure and 95% IC was used as precision measure. RESULTS: 95 surveys were conducted; the mean for the Nurse Professional Identity was 93; the highest scores (100) came from professionals that are studying or have fi nished doctorate studies. 93.7 % of the nurses perceived subordination within their practice scenarios; 87 % do not feel his/her task is appreciated by society and 27 % do not perceive his/her professional practice as stimulating. CONCLUSION: Possible factors related to Nurse Professional Identity were identified from vocational and educational spheres, also, gaps in basic technical-scientific and disciplinary training were identified in the undergraduate studies. A new validation process for the Nurse Professional Identity scale must be executed with the objective of validating possible predicting factors identified in this research.

Hacia una propuesta educativa para fomentar la identidad profesional enfermera en estudiantes de pregrado