Integrating the International Society for Professional Identity in Nursing Framework Into Curricula

BACKGROUND: Professional identity in nursing (PIN) does not evolve solely from professionalism policies but requires intentional learning activities. The International Society for Professional Identity in Nursing (ISPIN) developed a framework to guide PIN formation, yet learning activities have not been clearly described. METHOD: This article describes the ISPIN framework and its implementation across the curriculum, including program and course alignment and faculty preparation to foster PIN formation. RESULTS: Selected learning activities are described that operationalize the concepts underpinning the ISPIN Domains of values and ethics, knowledge, nurse as leader, and professional comportment, and may be adapted to program type. Future research is needed to determine the scalable effect of learning activities. CONCLUSION: Systematic integration of the ISPIN framework can make PIN a measurable outcome in nursing education, better preparing graduates for complex practice environments and advancing the profession's distinctive role in health care.