Assessment of professionalization among undergraduate health care students in Morocco: A quantitative cross-sectional study

Abstract

Professionalization is a key component of nursing education. It encompasses not only the acquisition of clinical competencies but also the integration of professional values, ethical responsibility, and the development of a coherent professional identity. This study aimed to assess the level of professionalization among 188 sixth-semester nursing and midwifery students at the Higher Institute of Nursing and Health Technology Professions of Meknes (ISPITSM). It also compared students who repeated a year or module after academic failure (n = 75) with those who did not (n = 113) in order to examine how academic pathways influence professional development. The Professionalization Scale developed by Bélisle et al. (2022) was used. This validated instrument measures four dimensions: development of professional competencies, appropriation of professional culture, construction of professional identity, and valorization of the profession by society and other professional groups. Results showed high levels of professional competencies (M = 6.50) and appropriation of professional culture (M = 6.10). Professional identity was moderate (M = 4.41), while societal valorization remained low (M = 2.49). Non-repeating students achieved significantly higher scores in competencies and professional culture (p < 0.001). In contrast, students who repeated a year or module scored slightly higher in professional identity (p < 0.05) and societal valorization (p < 0.001). These findings indicate that professionalization is a progressive and multidimensional process. Academic continuity enhances students’ competencies and integration into professional culture, whereas repeating a year or module following academic challenges may foster reflective growth, critical awareness, and the development of professional identity. The study underscores the importance of structured educational strategies, including reflective practice, mentorship, and initiatives aimed at strengthening societal recognition of the nursing profession. Such interventions may support holistic professionalization and better prepare students for their future roles in healthcare.