A Conceptual Framework for Nurse Educationalists and Professional Nurses to Facilitate Professionalism Amongst Learner Nurses

2.50
Hdl Handle:
http://hdl.handle.net/10755/621544
Category:
Full-text
Format:
Text-based Document
Type:
Poster
Level of Evidence:
N/A
Research Approach:
N/A
Title:
A Conceptual Framework for Nurse Educationalists and Professional Nurses to Facilitate Professionalism Amongst Learner Nurses
Author(s):
Bimray, Portia B.
Lead Author STTI Affiliation:
Tau Lambda-at-Large
Author Details:
Portia B. Bimray, MCur, RN, Professional Experience: 2004-Present moment Nurse educator. General Nursing Science, Unit management and Professional Practice Present: Registered as a Doctoral Student 2000-2004 Clinical facilitator at a Higher Education Institution 1995-1998 Patient care coordinator for the National Cancer Association of South Africa 1993-1995 Professional Nurse Author Summary: A nurse educator with a passion for professional practice. Works closely with the students in the academic and nursing practice environment to integrate theory and practice in all aspects of professional nursing practice.
Abstract:

Purpose:

To facilitate professionalism amongst undergraduate learner nurses for nursing practice in the Western Cape.

Methods:

A qualitative, exploratory, descriptive, contextual research design with a case study approach was used. Focus group discussions and unstructured individual interviews were held with undergraduate learner nurses, nurse educationalists and professional nurses. The data of three cases of the experiences i) learner nurses, ii) nurse educationalists and iii) professional nurses were converged in a cross-case analysis .

Results:

Six themes emerged from the cross-case analysis between the three cases that informed the conceptual framework for the facilitation of professionalism amongst undergraduate learner nurses. The findings indicated that i) nurses should demonstrate their professional values during interactions with authorities, fellow colleagues, and patients, ii) interpersonal communication style by nurses with all stakeholders in the external environment should be considered, iii) there is realisation of essential role modelling in different settings, iv) there should be support mechanisms to promote professionalism in learner nurses v) all nurses should be mindful in nursing practice and vi) teaching and learning needs in theory and practice should be recognised for professional development of the new generation and historical heritage of the profession.

Conclusion:

The facilitation of professionalism takes place in the academic and clinical learning environment within higher education and nursing practice. Within these contexts, consideration should be given to the diversity in cultural and socio-economic backgrounds, the new generation in the 21 st century and the ethical-legal framework within which nursing care is practiced. Furthermore, there is a need for HEI and nursing education to stay abreast of the latest developments in innovation and technology and to ensure the responsible use of social media in nursing practice. Nurse educationalists and professional nurses should use their discretion when engaging with learner nurses on social media such as Facebook and BBM as the professional boundaries between nurse educator and learner nurse should be maintained. Nursing education institutions need to invest in a counselling programme specifically designed for the academic and emotional needs of undergraduate learner nurses. The programme should include a dedicated nurse councillor who will be available on campus to provide the learner nurse with support throughout the four year of the academic undergraduate training programme. There is a need for nurse educators to communicate and collaborate with nurse professionals about the progress of the learner nurse and to ensure that the learning objectives meet the nursing care needs of the health care institution. There is a need for the provision of educational opportunities to accommodate the learning needs of undergraduate learner nurses and those learner nurses from non-degree programmes. Adequate learning resources should be available to provide in the specific learning needs of the learner nurse and that will simulate a real life situation as close as possible to reality in the nursing practice environment. Mindfulness programmes for professional nurses who work under stressful conditions should be implemented in healthcare institutions so that professional nurses are better able to relate to learner nurses when they are calm and demonstrate tolerance for the shortcomings of the learner nurse in stressful work environment. Health care institutions should have structured orientation programmes in place to welcome novice learner nurses to the profession and make known what the expectations are that will facilitate professionalism amongst learner nurses. A structured orientation programme will also allow the learner nurse to feel part of the nursing team and will create a sense of "belonging". There is a need for professional nurses to display the vision, mission and goals of the health care institution and patient care wards that lead to excellence in patient care, visible to all nursing staff. In doing so the learner nurse will be better able to follow the guidelines and policies imperative for nursing practice that will guide them in their behaving professionally. The expected professional values required for professionalism have been identified and categorised according to the three domains i.e competence domain, connection domain and character domain, of Brown and Ferrill`s (2009) taxonomy and include professional capability, interpersonal compatibility and personal reliability.

Keywords:
Nursing Education; Nursing Practice; Professionalism
Repository Posting Date:
20-Jun-2017
Date of Publication:
20-Jun-2017
Other Identifiers:
INRC17PST563
Conference Date:
2017
Conference Name:
28th International Nursing Research Congress
Conference Host:
Sigma Theta Tau International
Conference Location:
Dublin, Ireland
Description:
Event Theme: Influencing Global Health Through the Advancement of Nursing Scholarship

Full metadata record

DC FieldValue Language
dc.language.isoen_USen
dc.type.categoryFull-texten
dc.formatText-based Documenten
dc.typePosteren
dc.evidence.levelN/Aen
dc.research.approachN/Aen
dc.titleA Conceptual Framework for Nurse Educationalists and Professional Nurses to Facilitate Professionalism Amongst Learner Nursesen_US
dc.contributor.authorBimray, Portia B.en
dc.contributor.departmentTau Lambda-at-Largeen
dc.author.detailsPortia B. Bimray, MCur, RN, Professional Experience: 2004-Present moment Nurse educator. General Nursing Science, Unit management and Professional Practice Present: Registered as a Doctoral Student 2000-2004 Clinical facilitator at a Higher Education Institution 1995-1998 Patient care coordinator for the National Cancer Association of South Africa 1993-1995 Professional Nurse Author Summary: A nurse educator with a passion for professional practice. Works closely with the students in the academic and nursing practice environment to integrate theory and practice in all aspects of professional nursing practice.en
dc.identifier.urihttp://hdl.handle.net/10755/621544-
dc.description.abstract<p><strong>Purpose:</strong></p> <p>To facilitate professionalism amongst undergraduate learner nurses for nursing practice in the Western Cape.</p> <p><strong>Methods:</strong></p> <p>A qualitative, exploratory, descriptive, contextual research design with a case study approach was used. Focus group discussions and unstructured individual interviews were held with undergraduate learner nurses, nurse educationalists and professional nurses. The data of three cases of the experiences i) learner nurses, ii) nurse educationalists and iii) professional nurses were converged in a cross-case analysis .</p> <p><strong>Results:</strong></p> <p>Six themes emerged from the cross-case analysis between the three cases that informed the conceptual framework for the facilitation of professionalism amongst undergraduate learner nurses. The findings indicated that i) nurses should demonstrate their professional values during interactions with authorities, fellow colleagues, and patients, ii) interpersonal communication style by nurses with all stakeholders in the external environment should be considered, iii) there is realisation of essential role modelling in different settings, iv) there should be support mechanisms to promote professionalism in learner nurses v) all nurses should be mindful in nursing practice and vi) teaching and learning needs in theory and practice should be recognised for professional development of the new generation and historical heritage of the profession.</p> <p><strong>Conclusion:</strong></p> <p>The facilitation of professionalism takes place in the academic and clinical learning environment within higher education and nursing practice. Within these contexts, consideration should be given to the diversity in cultural and socio-economic backgrounds, the new generation in the 21 st century and the ethical-legal framework within which nursing care is practiced. Furthermore, there is a need for HEI and nursing education to stay abreast of the latest developments in innovation and technology and to ensure the responsible use of social media in nursing practice. Nurse educationalists and professional nurses should use their discretion when engaging with learner nurses on social media such as Facebook and BBM as the professional boundaries between nurse educator and learner nurse should be maintained. Nursing education institutions need to invest in a counselling programme specifically designed for the academic and emotional needs of undergraduate learner nurses. The programme should include a dedicated nurse councillor who will be available on campus to provide the learner nurse with support throughout the four year of the academic undergraduate training programme. There is a need for nurse educators to communicate and collaborate with nurse professionals about the progress of the learner nurse and to ensure that the learning objectives meet the nursing care needs of the health care institution. There is a need for the provision of educational opportunities to accommodate the learning needs of undergraduate learner nurses and those learner nurses from non-degree programmes. Adequate learning resources should be available to provide in the specific learning needs of the learner nurse and that will simulate a real life situation as close as possible to reality in the nursing practice environment. Mindfulness programmes for professional nurses who work under stressful conditions should be implemented in healthcare institutions so that professional nurses are better able to relate to learner nurses when they are calm and demonstrate tolerance for the shortcomings of the learner nurse in stressful work environment. Health care institutions should have structured orientation programmes in place to welcome novice learner nurses to the profession and make known what the expectations are that will facilitate professionalism amongst learner nurses. A structured orientation programme will also allow the learner nurse to feel part of the nursing team and will create a sense of "belonging". There is a need for professional nurses to display the vision, mission and goals of the health care institution and patient care wards that lead to excellence in patient care, visible to all nursing staff. In doing so the learner nurse will be better able to follow the guidelines and policies imperative for nursing practice that will guide them in their behaving professionally. The expected professional values required for professionalism have been identified and categorised according to the three domains i.e competence domain, connection domain and character domain, of Brown and Ferrill`s (2009) taxonomy and include professional capability, interpersonal compatibility and personal reliability.</p>en
dc.subjectNursing Educationen
dc.subjectNursing Practiceen
dc.subjectProfessionalismen
dc.date.available2017-06-20T18:28:17Z-
dc.date.issued2017-06-20-
dc.date.accessioned2017-06-20T18:28:17Z-
dc.conference.date2017en
dc.conference.name28th International Nursing Research Congressen
dc.conference.hostSigma Theta Tau Internationalen
dc.conference.locationDublin, Irelanden
dc.descriptionEvent Theme: Influencing Global Health Through the Advancement of Nursing Scholarshipen
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