Becoming-to-Be and Being-to-Become: An exploration of midwives and nurses based in England and how they perceive the formation of their professional educator identity

This inquiry critically explores the narratives of eight midwifery and nursing (educators) about how they perceived the formation of their professional educator identity. All participants were employed as educators in higher education institutions (HEI’s) in England at the time of the study.

Exploration of identity is not a novel enterprise, however factors which have influenced the professional educator identity formation of midwives and nurses are not well known.

By adopting Pierre Bourdieu’s social theory and through the utilisation of narrative inquiry, educator stories revealed ‘seeds’ demonstrating how their primary habitus (or identity dispositions) formed. The study also explored educator growth through the lens of metaphorical ‘panes’. This revealed how the educators navigate the competing demands of the NMC, NHS and HEI as they grow in their educator identity.

Common to all participants was that their stories of becoming and being educators began in childhood or teenage years. Each described psychological threats which influenced their growth as educators. Further, and most significantly, each articulated a proclivity towards affective care which was deeply rooted in childhood narratives and strengthened as they journeyed to become midwives and or nurses.

In a climate where there is a global shortage of midwifery and nursing educators, the richness and depth of the educator identity formation stories might inspire would-be-educators to pursue roles in education. Higher education institutions are advised to provide time and space for collectives of educators to share their becoming and being stories, with no agenda other than to support educator well-being. Lastly, the educators were united by their commitment to affective care, and resistance to the dark side of healthcare and HEI settings, thus revealing a common disposition which characterised the collective educator habitus of midwives and nurses in this study.