Full-time undergraduate nursing students’ perceptions of professional dignity: a descriptive qualitative study of social attitudes, professional values, and self-identity

Professional dignity is fundamental to nurses’ professional identity and the quality of care they provide. As the future nursing workforce, undergraduate nursing students’ experiences and perceptions of professional dignity warrant deeper exploration. This study aimed to explore how Chinese full-time undergraduate nursing students perceive and make sense of professional dignity within their social, educational, and clinical contexts. A descriptive qualitative design was adopted. Purposive sampling was used to recruit 29 full-time undergraduate nursing students from 15 universities in mainland China. Individual semi-structured online interviews were conducted from September to December 2025. Data were analysed using Braun and Clarke’s thematic analysis. Three themes were identified: (1) external social valuation of nursing, (2) appraisal of nursing’s professional value, and (3) evolving professional dignity. External social valuation of nursing reflected how students’ professional dignity was shaped by social evaluation, which could either diminish or enhance their sense of dignity. Appraisal of nursing’s professional value showed that students understood dignity through the meaningful contribution of nursing and the professional respect associated with clinical competence. Evolving professional dignity illustrated how students’ perceptions of professional dignity were continually reconsidered through nursing education and clinical exposure. Undergraduate nursing students occupy a vulnerable yet formative position as their professional dignity and identity take shape. The development of professional dignity reflects a complex interplay of individual and contextual factors, with social recognition playing a central role. Nurse educators and clinical mentors should recognise this developmental process and provide deliberate support to foster stronger professional dignity among nursing students. Not applicable. This study is a descriptive qualitative study exploring nursing students’ perceptions of professional dignity. It does not report the results of a health care intervention on human participants and therefore does not require trial registration.