Initiating the Process of Professional Identity Formation in the Leadership Course

2.50
Hdl Handle:
http://hdl.handle.net/10755/620373
Category:
Full-text
Type:
Poster
Title:
Initiating the Process of Professional Identity Formation in the Leadership Course
Author(s):
Young, Judith Ann; Ferguson, Elizabeth A.; Sipes-Fears, Debra
Lead Author STTI Affiliation:
Alpha
Author Details:
Judith Ann Young, RN, CNE, juayoung@iupui.edu; Elizabeth A. Ferguson, RN, AGCNS-BC, CRNI; Debra Sipes-Fears, RN, CCRN
Abstract:
Session presented on Monday, September 19, 2016: Institutes of higher learning have responded to the challenge to better prepare nurse graduates with the needed skills to meet demands of 21st century practice through curriculum reform.� One learning outcome for a baccalaureate program is to facilitate the formation of professional identity and the demonstratration of professionalism in attitudes and behaviors.� Professional identity relates to one?s self concept, how one views the nursing role, and responsibilities to self, society, patients, families and others.� Self- awareness is important in order to articulate the role of nursing to the public.� Professional image influences our speech, behaviors, and appearance and also represents specialized knowledge and skills that distinguish nursing professionals from others.� The importance of clinical leadership in relation to professional development is supported in the literature.� Clinical leadership has positively impacted patient outcomes, the integration of evidence within practice, patient and nurse satisfaction and nurse retention.� Professional identity requires commitment to life-long learning and the strengthening of leadership abilities due to the need for nurse leaders to advocate for informed decision making, advance needed change, influence policy actions, and assume the leader role on the interdisciplinary team. �Professional identity represents the essential cornerstone of professional nursing practice. The process of developing professional identity originates in the educational setting where educators transform individual values to align with professional practice.� It is essential that nursing education is purposeful to facilitate student commitment to professional values at a time when healthcare reform, declining reimbursements, and the potential to focus upon efficiency over quality outcomes, present a potential threat to the values of professional practice.� Professional identity promotes the needed moral stability. �Educational strategies including instruction and reflective experience have been found effective for role transition and professional socialization. �A model from the literature review provided educators a framework for aligning educational strategies in the �sophomore and senior courses to facilitate formation of professional identity.� Educational strategies utilized to promote development of professional identity�in the Leadership course at one mid-west university following curriculum redesign will be the focus of the presentation.
Keywords:
Professional Identity; Educational Strategy; Leadership
Repository Posting Date:
16-Sep-2016
Date of Publication:
16-Sep-2016
Other Identifiers:
LEAD16PST163
Conference Date:
2016
Conference Name:
Leadership Connection 2016
Conference Host:
Sigma Theta Tau International
Conference Location:
Indianapolis, Indiana, USA
Description:
Leadership Connection 2016 Theme: Personal. Professional. Global. Held at the Marriott Downtown, Indianapolis.

Full metadata record

DC FieldValue Language
dc.language.isoen_USen
dc.type.categoryFull-texten
dc.typePosteren
dc.titleInitiating the Process of Professional Identity Formation in the Leadership Courseen
dc.contributor.authorYoung, Judith Annen
dc.contributor.authorFerguson, Elizabeth A.en
dc.contributor.authorSipes-Fears, Debraen
dc.contributor.departmentAlphaen
dc.author.detailsJudith Ann Young, RN, CNE, juayoung@iupui.edu; Elizabeth A. Ferguson, RN, AGCNS-BC, CRNI; Debra Sipes-Fears, RN, CCRNen
dc.identifier.urihttp://hdl.handle.net/10755/620373-
dc.description.abstractSession presented on Monday, September 19, 2016: Institutes of higher learning have responded to the challenge to better prepare nurse graduates with the needed skills to meet demands of 21st century practice through curriculum reform.� One learning outcome for a baccalaureate program is to facilitate the formation of professional identity and the demonstratration of professionalism in attitudes and behaviors.� Professional identity relates to one?s self concept, how one views the nursing role, and responsibilities to self, society, patients, families and others.� Self- awareness is important in order to articulate the role of nursing to the public.� Professional image influences our speech, behaviors, and appearance and also represents specialized knowledge and skills that distinguish nursing professionals from others.� The importance of clinical leadership in relation to professional development is supported in the literature.� Clinical leadership has positively impacted patient outcomes, the integration of evidence within practice, patient and nurse satisfaction and nurse retention.� Professional identity requires commitment to life-long learning and the strengthening of leadership abilities due to the need for nurse leaders to advocate for informed decision making, advance needed change, influence policy actions, and assume the leader role on the interdisciplinary team. �Professional identity represents the essential cornerstone of professional nursing practice. The process of developing professional identity originates in the educational setting where educators transform individual values to align with professional practice.� It is essential that nursing education is purposeful to facilitate student commitment to professional values at a time when healthcare reform, declining reimbursements, and the potential to focus upon efficiency over quality outcomes, present a potential threat to the values of professional practice.� Professional identity promotes the needed moral stability. �Educational strategies including instruction and reflective experience have been found effective for role transition and professional socialization. �A model from the literature review provided educators a framework for aligning educational strategies in the �sophomore and senior courses to facilitate formation of professional identity.� Educational strategies utilized to promote development of professional identity�in the Leadership course at one mid-west university following curriculum redesign will be the focus of the presentation.en
dc.subjectProfessional Identityen
dc.subjectEducational Strategyen
dc.subjectLeadershipen
dc.date.available2016-09-16T14:25:10Z-
dc.date.issued2016-09-16-
dc.date.accessioned2016-09-16T14:25:10Z-
dc.conference.date2016en
dc.conference.nameLeadership Connection 2016en
dc.conference.hostSigma Theta Tau Internationalen
dc.conference.locationIndianapolis, Indiana, USAen
dc.descriptionLeadership Connection 2016 Theme: Personal. Professional. Global. Held at the Marriott Downtown, Indianapolis.en
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