Introduction: The formation of professional identity represents a central developmental process during nursing education, with clinical training playing a key role. It is within this setting that students first encounter the real challenges of the profession, dilemmas, and emotional burdens—factors that significantly shape their professional and personal development.Purpose: The aim of this master's thesis was to explore how nursing students, through reflections on significant events experienced during clinical training, describe the process of forming their professional identity. Methods: A qualitative research approach was used, employing reflexive thematic analysis. The analysis included written reflections by first-, second-, and third-year undergraduate nursing students. The process involved coding meaningful units, which were then grouped into subthemes and core themes. Results: The analysis resulted in the formation of five themes that highlight key aspects of the professional identity formation process: the role of the mentor, the influence of the patient, the student’s inner world, clinical practice as a space for professional growth, and students care. A central overarching theme—the need for reflection—emerged across all five, connecting and transcending them. Reflection proved to be a crucial mechanism through which students made sense of their experiences, developed professional self-awareness, and recognized the ethical and emotional dimensions of their professional development—beyond technical skills and knowledge. The analysis also revealed significant gaps in systemic support for reflective learning, pointing to a critical area for improvement in the educational process.Discussion and conclusion: Nursing students develop their professional identity through deeply personal and emotional experiences in clinical settings. Reflection emerges as a key tool in professional and ethical maturation, yet often occurs without adequate institutional support. The findings underscore the need for the systematic inclusion of psychologically safe and reflective spaces within both clinical and academic environments. Professional identity is thus not merely the outcome of education, but a complex internal transformation that requires consistent support and guidance.
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