From Novice to Nurse: A Qualitative Exploration of Cognitive and Experiential Development among Nursing Students in Iran

Background The journey to becoming a nurse is a transformative process, shaped by unique cognitive and experiential challenges. This study explores how nursing students in Yazd, Iran, develop their understanding and professional identity throughout their education. Methods This qualitative study involved semi-structured interviews with 114 nursing students from semesters 2 to 8 at nursing colleges in Yazd, Iran. Data were analyzed manually using thematic analysis to identify key patterns and themes. Results Findings reveal that nursing students often begin their education with limited understanding of the profession. Through a dynamic interplay of classroom learning and clinical experiences, students overcome initial misconceptions, gaining a deeper appreciation of nursing's complexities and responsibilities. Five key themes emerged: motivations for pursuing nursing, initial defective attitudes, adoption of a holistic care approach, recognition of the nurse’s vital role , and development of a paraprofessional identity . Conclusion The transition from novice to nurse is a multifaceted cognitive and experiential process that integrates theoretical knowledge with practical skills. This transformation fosters a profound understanding of nursing’s professional and human dimensions. The findings underscore the importance of structured educational and clinical experiences in shaping competent nurses. Further research is recommended to explore strategies for enhancing nursing education and professional identity formation.