The impact of professional identity and preparedness for hospital practice among undergraduate nursing students: a cross-sectional study

Background: Professional identity is central to nursing preparedness, reflecting the internalization of values, norms, and roles of the profession. A strong identity fosters confidence and supports students in navigating clinical complexities. This study examines the impact of professional identity on undergraduate nursing students' preparedness for hospital practice, considering predictors such as Grade Point Average and clinical experience. Methods: A cross-sectional study was conducted among 60 undergraduate nursing students at Farasan University College. Data were collected using a structured questionnaire assessing professional identity and preparedness. Descriptive statistics, Pearson's correlation, and multiple regression analyses were performed. Results: The mean professional identity score was 4.08 (SD = 0.59), and preparedness mean was 3.92 (SD = 0.64). A significant positive correlation was observed between professional identity and preparedness (r = 0.56, p < 0.01). Regression analysis identified professional identity, GPA, and number of clinical courses as significant predictors of preparedness. Conclusion: Stronger professional identity, higher Grade Point Average, and more clinical exposure are linked to better preparedness for hospital practice. Nursing programs should prioritize these elements to improve students' readiness for clinical roles.