Abstract Background and Aims The COVID‐19 pandemic has significantly impacted healthcare education and professional development. This study aimed to determine the predictors of professional identity among midwifery students in Tehran in the transition from the COVID‐19 pandemic crisis. Methods A cross‐sectional study was conducted using a convenience sampling method to include 140 undergraduate midwifery students from three public medical universities in Tehran. Data were collected using a demographic questionnaire, the Professional Identity in Nursing Students Questionnaire (PINSQ), and a Visual Analog Scale (VAS) to assess the impact of the pandemic on professional identity. RESULTS The mean score for professional identity was 76.22 (SD = 9.44). Multiple linear regression results indicated that ethnicity was a significant predictor, with students from other ethnic groups reporting a higher professional identity score than Fars students (β = 4.192, p < 0.05). In contrast, age was a significant negative predictor of professional identity (β = −0.979, p < 0.05). Additionally, third‐year students had significantly lower professional identity scores compared to graduates (β = −5.178, p < 0.05). Furthermore, professional identity was positively associated with higher parental education levels and a positive perception of the pandemic′s impact on the social image of the profession. Conversely, a significant negative correlation was found between professional identity and the perceived levels of informational and emotional support from professors. Conclusions This study reveals that professional identity in midwifery students is significantly shaped by demographic and educational factors. Specifically, students from minority ethnic groups and those in later academic years demonstrated stronger professional identity, while age was a negative predictor. Notably, while a positive perception of the pandemic′s impact was associated with stronger identity, perceived support from professors was paradoxically linked to weaker identity. These findings underscore the need for midwifery programs to prioritize tailored strategies that address the diverse needs of students. This includes enhancing clinical experiences, re‐evaluating the nature of faculty support, and fostering a sense of belonging to strengthen the professional identity of the future midwifery workforce. Ethical Code IR. IUMS. REC.1401.878.
Borji‐Navan et al. (2026) studied this question.