Relevant bibliographies by topics / Nursing professional

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Nursing professional'

Author: Grafiati
Published: 4 June 2021
Last updated: 1 February 2022

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Journal articles on the topic "Nursing professional"

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Alboliteeh, Mohammad. "Professional values of nursing students in nursing leadership and management course." Clinical Nursing Studies 7, no. 2 (February 28, 2019): 71. http://dx.doi.org/10.5430/cns.v7n2p71.

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Introduction: Determining the innate professional values of nursing students during their academic years in nursing schools provide a more concrete measurement of their professional readiness when they become licensed nurses. Background: Among all nursing subjects and courses, the Nursing Leadership and Management contains topics that emphasize professional adjustment and value development among students to become more professionally ready for the real world experience of the nursing profession. Objective: The study aimed to determine the perceived professional value orientation of the students to the five factors of Nurse Professional Values Scale-Revised. These factors are the values of Caring, Professionalism, Trust, Activism, and Justice.Methodology: Using quantitative cross-sectional study design as the methodology, it included 200 nursing students both from the female and male campuses of a Saudi University. These 200 students as participants have finished the course Nursing Leadership and Management.Results: The responses of the participants are mostly focused on the Caring factor where when ranked occupies the first top five (5) positions relating to the items 22, 21, 24, 25 23 with a mean of 3.49 (SD = 1.19), 3.44 (SD = 1.28), 3.44 (SD = 1.24), 3.39 (SD = 1.28), 3.37 (SD = 1.22), respectively. While the bottom five (5) of the responses pertains to the factors Professionalism (item 6), Caring (item 18), Professionalism (item 5), Trust (items 2 and 1). These factors received a mean of 3.9 (SD = 1.25), 3.17 (SD = 1.35), 3.16 (SD = 1.15), 3.14 (SD = 1.22), 3.00 (SD = 1.39), respectively.Conclusion: Caring being the essential element of the nursing profession is the most valued quality of nursing students. A full understanding of the essence of caring allows the future nurse professionals to deliver compassionate and sensitive nursing service.
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Lopes Merino, Maria de Fátima Garcia, Paloma Luana de Azevedo Ramos da Silva, Maria Dalva de Barros de Carvalho, Sandra Marisa Pelloso, Vanessa Denardi Antoniassi Baldissera, and Ieda Harumi Higarashi. "Nursing theories in professional training and practice: perception of postgraduate nursing students." Revista da Rede de Enfermagem do Nordeste 19 (June 19, 2018): e3363. http://dx.doi.org/10.15253/2175-6783.2018193363.

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&NA;. "Nursing Professional Development." Journal For Nurses in Staff Development (JNSD) 27, no. 5 (September 2011): 246–47. http://dx.doi.org/10.1097/nnd.0b013e31822fbbf1.

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&NA;. "Nursing Professional Development." Journal for Nurses in Staff Development (JNSD) 27, no. 6 (November 2011): 294–98. http://dx.doi.org/10.1097/nnd.0b013e31823862b0.

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&NA;. "Nursing Professional Development." Journal for Nurses in Staff Development 28, no. 2 (2012): 80–82. http://dx.doi.org/10.1097/nnd.0b013e31824b96f7.

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&NA;. "Nursing Professional Development." Journal for Nurses in Staff Development 28, no. 3 (2012): 143–49. http://dx.doi.org/10.1097/nnd.0b013e3182553665.

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&NA;. "Nursing Professional Development." Journal for Nurses in Staff Development 28, no. 5 (2012): 250–52. http://dx.doi.org/10.1097/nnd.0b013e31826a9ef9.

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Lasiter, Sue, and Susan M. McLennon. "Nursing Professional Capital." JONA: The Journal of Nursing Administration 45, no. 2 (February 2015): 107–12. http://dx.doi.org/10.1097/nna.0000000000000164.

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Clavelle, Joanne T., Miki Goodwin, and Laura J. Tivis. "Nursing Professional Attire." JONA: The Journal of Nursing Administration 43, no. 3 (March 2013): 172–77. http://dx.doi.org/10.1097/nna.0b013e318283dc78.

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Schmidt, Kari L. "Nursing Professional Development." Journal for Nurses in Professional Development 30, no. 3 (2014): 109. http://dx.doi.org/10.1097/nnd.0000000000000072.

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Dissertations / Theses on the topic "Nursing professional"

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Davids, Julia M. "Continuing professional development in nursing." Thesis, Link to the online version, 2006. http://hdl.handle.net/10019/1617.

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Chan, Man Wai (Sarah). "Mandatory versus voluntary Continuing Professional Education : perspectives from the nursing profession." Thesis, University of Nottingham, 2017. http://eprints.nottingham.ac.uk/39546/.

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Continuing Professional Education (CPE) is constantly evolving and is now mandatory in some professions in many countries. In Hong Kong, CPE for nursing profession remains voluntary. This research seeks to gather the perceptions, opinions and voices of nurse practitioners, college leaders and academic experts in Hong Kong if CPE is changed from a voluntary basis to a mandatory regime with the focus on analyzing different aspects of CPE. A literature review was carried out in order to distill the views of international scholars and practitioners, together with a review of policies pertaining to continuing professional development (CPD) and CPE. Furthermore, theoretical and practical implications were discussed, and suggestions for future researchers were made. In order to answer the research questions, a phenomenological qualitative study was conducted on the subject topic. Regarding the conceptual framework, the adult learning theory supplemented by motivation theories were scrutinized and analyzed while discussing the application of CPE. This study will contribute to the issue of CPE particularly as there were hitherto few qualitative studies on this topic. In connection with data collection, various methods were used, including individual interviews and focus groups, with participants recruited via (1) contact lists searched from the Internet, university directories, publications; (2) participants in relevant CPE courses for nurses. The study focuses on three cohort studies across time with a group of people who shared a similar characteristic and experience, involving 22 participants in total. 18 face-to-face individual interviews and 4 focus groups were organized. To probe the research questions, voices and opinions were collected from individual interviews. The data were transcribed, analyzed and organized by inter alia classifying by keywords and phrases. All the key concepts were coded, a technique helping to search for the relevant data to answer the research questions. Through feedback from participants on the findings, 10 key meaningful themes were successively derived from participants’ voices, opinions and answers. The results show that eleven participants were rather favorable to voluntary CPE at present. They doubted that mandatory CPE to some extent may bring along pressure and problems like labor shortage rather than professional and personal growth. On the other hand, the head of the nursing faculty of one of the universities in Hong Kong had no preference for adopting mandatory or voluntary CPE, while asserting that nurses should be self-disciplined and self-checking was necessary. In contrast, ten participants were slightly favorable to mandatory CPE in the long run for improving professional standards, provided that certain coordination and support would be given by employers.
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Marrow, Carol Elizabeth. "Professional learning through clinical supervision in nursing." Thesis, University of Birmingham, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.396514.

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Robinson, Diana Janet. "Continuing education in a professional nursing association." Thesis, University of British Columbia, 1986. http://hdl.handle.net/2429/26601.

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Continuing education for health professionals is a field of adult education that has emerged since World War II. The need for continuing education for Registered Nurses (RNs) has arisen largely as a result of concern over competence. Because of the changes in the nature of nursing practice, the ever increasing amount of knowledge required, and the impact of technology, RNs are required to continue their learning if they are to remain competent. As a result of the increasing demand for continuing education, the number of providers and institutions offering continuing nursing education has expanded. Currently, the professional nursing association is the second largest provider of continuing education, second to educational institutions. This paper describes the development of the continuing education program within a professional association, the Registered Nurses' Association of British Columbia (RNABC). Four questions were used to guide the examination of the historical record of the RNABC from 1912 to the present. Three periods of development were identified, from 1912 to 1940, from 1941 to 1967, and from 1968 to the present. Within each period, three areas were identified, to assist in presentation of events or activities that occurred during each time period: major developments, policy development and governance, and educational activities and services. In Chapter IV, the study questions were used to analyze the development of the RNABC continuing education program in each of the three periods. In Chapter V, a summary of the paper is given, and conclusions and implications of the study are described. Conclusions reached were that the RNABC has always been actively involved in continuing nursing education, however the nature of its involvement has changed over time; that the RNABC has changed and adapted to internal and external events and trends that have influenced its educational program; that the Association has been both proactive and reactive in response to trends and events that affected its educational program; and that the RNABC views continuing education as an integral part of its activities and uses continuing education to achieve its primary purpose, to ensure safe nursing care to the people of British Columbia.
Education, Faculty of
Educational Studies (EDST), Department of
Graduate
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Parry, Julianne Mary, and j. m. parry@cqu edu au. "The Effect of Workplace Exposure on Professional Commitment: A Longitudinal Study of Nursing Professionals." Central Queensland University, 2007. http://library-resources.cqu.edu.au./thesis/adt-QCQU/public/adt-QCQU20070524.133840.

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The behaviour of employees is increasingly being recognised as the critical factor in achievement of organisational effectiveness. Therefore, the need to address inefficiencies that are derived from the organisation-employee relationship is being recognised as important to organisational success. For many years the concept of organisational commitment provided the means to develop theory in relation to organisation-employee relationships. More recently, however, other types of workrelated commitments have been identified as having importance to the organisationemployee relationship. In the contemporary political-economic context, professionals are increasingly becoming employees of organisations which operate according to market or quasi-market principles. There are some fundamental differences between professional occupations and non-professional occupations. These differences may have consequences for the relationship between professional employees and their employing organisation. The differences may also have consequences for other workrelated outcomes for professional employees in ways that are different from the work-related outcomes of non-professional employees. Importantly, for professional employees commitment to the profession is developed during the pre-workplace entry educational experiences and may have consequences for the retention of professional employees within organisations, as well as retention within the profession. Therefore, the commitment of professional employees to their occupation may be both an antecedent to and a consequence of other work-related outcomes. However, to date, professional commitment has not been studied from a developmental perspective and the effect of workplace exposure on professional commitment is not understood. This thesis reports the findings of a study in which a theoretical model of the relationship between professional commitment prior to workplace entry and professional turnover intention was evaluated using path analysis. The relationships included in the model were between commitment to the profession as both an antecedent to, and a consequence of organisational-professional conflict, job satisfaction and organisational commitment, as well as the relationship that each of these variables may have to organisational turnover intention and professional turnover intention. A repeated measures design was used with a sample of nursing professionals. Professional commitment before entry to the workplace was measured, and after a period of workplace exposure, professional commitment was again measured, as well as the other work-related outcomes identified in the model. The Blau (2003) occupational commitment measure was used to measure the pre-and-post workplace entry levels of professional commitment. The thesis also examined the factor structure of the Blau (2003) occupational commitment measure. The results of the model evaluation indicated that it is a plausible model of the identified relationships. Examination of the factor structure of the Blau (2003) occupational commitment measure indicated that it is best represented by five rather than four components. This research found that professional commitment was quite stable in the initial period of workplace exposure. The research findings also indicated that the relationship between professional commitment and organisational commitment was mediated by job satisfaction and that organisational-professional conflict and job satisfaction were directly related to organisational commitment. The research found that job satisfaction and professional commitment after a period of workplace exposure were related to organisational turnover intention, but that organisational commitment was not. The final major research finding was that organisational turnover intention was the only workplace variable in the model that was directly related to professional turnover intention. This research has contributed to the organisational behaviour literature through the development and initial evaluation of a model of the relationship between professional commitment prior to workplace entry and professional turnover intention. The results of the model suggested that when organisations provide professional employees with workplace experiences that are professionally, as well as personally satisfying, they promote retention of professional employees with their own organisation, as well as retention of professionals within the profession. This research recommends that for organisations that employ professionals, the model of the organisation-professional employee relationship that is likely to promote the retention of professional employees both within the organisation and within the profession, is a partnership model. Conflict resolution principles are recommended to inform the partnership model of the organisation-professional employee relationship. In addition, the empowering leadership style is recommended for organisations that employ professionals, because it is better matched to the employment mode and characteristics of professional employees.
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Neehoff, Shona Maree, and n/a. "Pedagogical possibilities for nursing." University of Otago. School of Social Science, 1999. http://adt.otago.ac.nz/public/adt-NZDU20051020.183802.

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Nursing practice is a very physical business. The work that most nurses do involves the use of their bodies as the primary tool of their work. Nurses take their physical selves to patients in order to carry out that work, the body of the nurse is often in direct contact with the bodies of patients that they care for. This thesis is about what I have called the �invisible bodies of nursing�, and I describe these throughout the body of the thesis. The physical body of the nurse, the body of practice, and the body of knowledge. The physical body of the nurse is absent in most nursing literature, it is sometimes inferred but seldom discussed. My contention is that the physical body of the nurse is invisible because it is tacit. Much nursing practice is invisible because it is perceived by many nurses to be inarticulable and is carried out within a private discourse of nursing, silently and secretly. Nursing knowledge is invisible because it is not seen as being valid or authoritative or sanctioned as a legitimate discourse by the dominant discourse. I approach these issues through an evolving �specular� lens. Luce Irigaray�s philosophy of the feminine and her deconstructing and reconstructing of psychoanalytic structures for women inform my work. Michel Foucault�s genealogical approach to analysing discourses is a powerful tool for exploring the history of the creation of the nurse and offers critical insights in to how nursing is perceived today. Maurice Merleau-Ponty�s phenomenology provides the flesh for my discussions about the embodied practice of nurses as beings in the world. Nursing�s struggle for recognition is ongoing. I discuss strategies that nurses could use to make themselves more �visible� in healthcare structures. The exploration of the embodied self of the nurse and through this the embodied knowledge of nursing is nascent. I hope to provide for nurses some food for both thought and discussion.
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Turner, Rose A. "History of professional nursing at Indiana Wesleyan University." Virtual Press, 1994. http://liblink.bsu.edu/uhtbin/catkey/902474.

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The study describes the founding and growth of professional nursing at Indiana Wesleyan University in Marion, Indiana, from the program's initial planning in 1972 to 1992. The review of literature traces the historical development of professional nursing education schools in the United States from early 1800 training schools to teaching advanced nursing technology in 1992. A chronological approach involving both primary and secondary sources will be used to identify educational and developmental changes in administration, facilities, faculty positions and qualifications, curriculum, policies related to students and graduates, accreditation by the state of Indiana and the National League for Nursing, and the impact of religious-based program on student graduates.The historical research study will show the development of professional nursing education at Indiana Wesleyan University in Marion, Indiana. The development of the baccalaureate degree curriculum was facilitated by its founders with a goal to enable the school to meet accreditation requirements.The findings indicated that professional nursing education at Marion College/Indiana Wesleyan University in Marion, Indiana, followed the average trend in the development of a baccalaureate of science degree in nursing in the United States. A strength was Marion College/Indiana Wesleyan University developed a nursing program that had a strong Christian, multicultural foundation. This theme was interwoven throughout the curriculum, the uniqueness of the program lay in its development when compared to other nursing programs in Indiana and across the nation.The nursing directors and faculty members contributed to the quality of the education that was offered to nursing students. The nursing program expanded in 1981, and a graduate program in community health nursing was offered.
School of Nursing
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Thompson, Lee Ethne. "Profession and Place: Contesting Professional Boundaries at the Margins." Thesis, University of Canterbury. Geography, 2006. http://hdl.handle.net/10092/1268.

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There is considerable concern regarding the adequacy of rural health services in New Zealand, with much attention having been paid to issues of recruitment and retention of rural general practitioners. Rhetoric of 'crisis' is often utilised to raise political awareness of the problematic, but in fact, rural general practitioner recruitment and retention has been documented for about a hundred years. For about the same length of time nurses have been providing primary health care services in rural and remote places, often working alone. Using the notion of nurses as a 'stop-gap' in the provision of rural primary health care until problems with recruitment and retention of rural general practitioners are addressed, is a rhetorical device that facilitates the under analysis of the role nurses play and the contribution that they make. The longstanding practice of rural primary care nursing in its various guises over the last century challenges the notion of nursing as a stop-gap.Any investigation of health care in the contemporary moment needs to take account of the influence of biomedical dominance, an increasingly litigious mentality in relation to health care, a shifting focus towards primary rather than secondary health care, and the positioning and re-positioning of health professionals within the neo-liberal state. The very existence of nurses working as the first point of contact in the health care system, with success over time in so far as they do not provoke undue litigation, and appear to deliver an appropriate service must raise questions about who can claim the right to be a primary health care provider. Based on qualitative research conducted in New Zealand and the Western Isles with rural primary care nurses and Family Health Nurses respectively, this thesis explores the ways that nurses construct flexible generalist professional identities that challenge traditional inter and intra-professional boundaries. In the New Zealand case, rural primary care nurses negotiate the boundaries between nursing and medicine, those within nursing itself, and also those between nursing a paramedic work. Nurses perform this boundary work by negotiating self-governing 'appropriate' and 'safe' professional identities. In the Western Isles case, the introduction of the newly developed role of Family Health Nurse serves to highlight the problematic nature of inserting an ostensibly generalist nursing role beyond the rural.
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Ferrillo-Diiulio, Heather. "Professional Nursing Value Development in Nursing Students Who Participate in International Service Learning." Diss., NSUWorks, 2017. https://nsuworks.nova.edu/hpd_con_stuetd/41.

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Background: International Service Learning (ISL) is becoming widely used in nursing education as a means to provide global learning opportunities. Concrete outcomes for these experiences have not been clearly supported in previous research. Determining if ISL experience facilitate the development of Professional Nursing Values (PNV) can support the use of ISL as a viable pedagogy. Purpose: The purpose of the study was to determine if there were a difference in PNV development in students who participate in ISL as part of their clinical experiences compared to those who do not. The hypothesis was that there was a difference in the two groups. Theoretical framework: The study utilized Kolb’s experiential learning theory, which has a focus on the experiences of students as an impetus for learning. Methods: The research was a quasi-experimental study with a pretest, posttest design. Consecutive sampling was utilized for the experimental group and stratified random sampling for the control group. Results: Pretest analysis did not demonstrate any significant difference in the two groups at baseline. Post-test analysis indicated that while the mean PNV of the ISL group was higher, the results were not statistically significant. However, the difference in the pretest and posttest scores across all participants was statistically significant. Conclusions: While the findings were not significant in determining a difference between the two groups, the findings indicated that experiential learning in itself does support the development of PNV. Further research using a larger sample size may support the difference in these two groups and support the use of ISL as a viable pedagogy.
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Schmidt, Bonnie. "Core professional nursing values as experienced by baccalaureate nursing students who are men." Diss., NSUWorks, 2014. https://nsuworks.nova.edu/hpd_con_stuetd/12.

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Experts have called for greater diversity in the nursing workforce; however, men remain underrepresented in the nursing profession. The presence of cultural dissonance among male nursing students has been documented in prior research but little is known about their values that are culturally influenced. The purpose of this study was to understand and interpret the meaning of core professional nursing values to male baccalaureate nursing students. The research question was: what is the meaning of core professional nursing values to nursing students who are men. The study setting was an undergraduate baccalaureate school of nursing in the Midwest. Using a purposive, convenience sampling method and van Manen's interpretive phenomenological method, ten semistructured interviews were conducted with nine participants. Documents and images were also analyzed. Data analysis followed the hermeneutic process. The overarching theme of this study was caring, illustrated by the metaphor of a puzzle. In the first theme, entering program with pieces of the puzzle of caring, participants' personal values aligned with those of the nursing profession and professional values began to form before the nursing education experience. The second theme, finding more pieces of caring, included subthemes of disconnect and change in professional nursing values during the nursing program. Caring as patient-centered relationships (theme three) involved patient interactions, honesty, teamwork, respect and dignity, and privacy/confidentiality. A fourth theme of caring as helping was described in subthemes of altruism, empathy/compassion, advocacy, and competency and safety. Solving the puzzle of caring was theme five, as participants described learning through clinical experiences, both recognizing values and failing to see them demonstrated in nursing practice. Implications for nurse educators include values clarification and development, experiential teaching strategies, cultural sensitivity, teamwork, and conflict management. Inclusive workplace environments, where nursing and organizational practices reflect professional values, may enhance nurse satisfaction, recruitment, retention, and patient care. Further research is needed; strategies to enhance professional values development and core professional nursing values in different cultures warrant further study. Theories of nursing values that are culturally appropriate could be developed and tested. Implications for public policy include academic-practice partnerships, inclusive admission and hiring practices that promote diversity, and identification of common values in the profession.
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Books on the topic "Nursing professional"

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Contemporary professional nursing. Philadelphia: F.A. Davis Co., 1996.

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Professional nursing practice. Stamford, Conn: Appleton & Lange, 1997.

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A, Joel Lucille, ed. Dimensions of professional nursing. 7th ed. New York: McGraw-Hill, 1995.

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Kittrell, Chitty Kay, ed. Professional nursing: Concepts & challenges. St. Louis, Missouri: Elsevier, 2014.

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Dimensions of professional nursing. 6th ed. New York: Pergamon Press, 1991.

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Perry, Black Beth, ed. Professional nursing: Concepts & challenges. 5th ed. St. Louis, Mo: Saunders/Elsevier, 2007.

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Kelly, Lucie Young. Dimensions of professional nursing. 8th ed. New York: McGraw-Hill, Health Professions Division, 1999.

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Spouse, Jenny, ed. Professional Learning in Nursing. Oxford, UK: Blackwell Science Ltd, 2002. http://dx.doi.org/10.1002/9780470774496.

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Spouse, Jenny. Professional learning in nursing. Osney Mead, Oxford: Blackwell Science, 2003.

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Kelly, Lucie Young. Dimensions of professional nursing. 7th ed. New York: McGraw-Hill, 1995.

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Book chapters on the topic "Nursing professional"

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Mighten, Janice. "Professional Issues." In Children's Respiratory Nursing, 215–23. West Sussex, UK: John Wiley & Sons, Ltd,., 2013. http://dx.doi.org/10.1002/9781118702680.ch15.

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Woodrow, Philip. "Professional perspectives." In Intensive Care Nursing, 468–74. Fourth edition. | Abingdon, Oxon ; New York, NY : Routledge, 2018.: Routledge, 2018. http://dx.doi.org/10.4324/9781315231174-48.

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Morton-Cooper, Alison. "Building Professional Confidence." In Returning to Nursing, 19–35. London: Macmillan Education UK, 1989. http://dx.doi.org/10.1007/978-1-349-10538-0_3.

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Barker, Philip. "Professional networking." In Developing Your Career in Nursing, 257–69. Boston, MA: Springer US, 1990. http://dx.doi.org/10.1007/978-1-4899-7274-3_20.

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Barker, Philip. "Professional stress." In Developing Your Career in Nursing, 36–47. Boston, MA: Springer US, 1990. http://dx.doi.org/10.1007/978-1-4899-7274-3_4.

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Schober, Madrean. "Professional Regulation." In Introduction to Advanced Nursing Practice, 111–25. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-32204-9_6.

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Maestri-Banks, Anita, and Paula Pope. "Interpersonal and Professional Skills." In The Nursing Companion, 82–95. London: Macmillan Education UK, 2011. http://dx.doi.org/10.1007/978-0-230-36693-0_5.

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Cook, Mike. "Creating Your Professional Identity." In Nurses and Nursing, 109–32. Abingdon, Oxon ; New York, NY : Routledge, 2017.: Routledge, 2017. http://dx.doi.org/10.4324/9781315641744-9.

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Cormack, Desmond. "Individual professional assertiveness." In Developing Your Career in Nursing, 24–35. Boston, MA: Springer US, 1990. http://dx.doi.org/10.1007/978-1-4899-7274-3_3.

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Chadwick, Ruth, and Win Tadd. "Ethics and professional codes." In Ethics and Nursing Practice, 3–16. London: Macmillan Education UK, 1992. http://dx.doi.org/10.1007/978-1-349-11388-0_1.

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Conference papers on the topic "Nursing professional"

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Thomas, Liz, and Vicky Duckworth. "Maintaining the diversity of the professional healthcare workforce through higher education qualification routes." In Fourth International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2018. http://dx.doi.org/10.4995/head18.2018.8198.

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In England many professional healthcare qualifications, including nursing, are only achievable through higher education, for which tuition fees are payable from this year (2017-18) onwards. This paper is concerned about maintaining both the number and diversity of healthcare professionals to meet the needs of a diverse and ageing population. It reviews student views and the available statistical evidence about the impact of the introduction of tuition fees on applicants, and literature and empirical evidence about what higher education institutions are doing to recruit and retain students from different backgrounds to meet the health needs of the population. It concludes that because professions such as nursing have traditionally recruited from a diverse population minimal knowledge or practical expertise has been developed to widen participation in healthcare education in general and nurse education in particular. Moving forward, the healthcare and higher education sectors will need to work in joined up ways to develop strategies to both attract and retain a wide range of diverse students to higher education professional healthcare qualification courses – and maintain the supply of qualified healthcare professionals.
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Lee, Hee Kyoung, and Hye Jin Yang. "Effect of professional self-concept and professional Autonomy on nursing performance." In Health Care and Nursing 2015. Science & Engineering Research Support soCiety, 2015. http://dx.doi.org/10.14257/astl.2015.88.29.

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Juul Jensen, Carsten, Merete Drachmann, and Lise Kofoed. "“Learning” in a Transgressive Professional Community." In Annual Worldwide Nursing Conference. Global Science & Technology Forum (GSTF), 2014. http://dx.doi.org/10.5176/2315-4330_wnc14.89.

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Swart, Ruth. "A Proposed Blended Course Design for Inter- Professional Education: Using Inquiry to Develop Critical Thinking for Inter-Professional Practice in Undergraduate Students." In Annual Worldwide Nursing Conference. Global Science & Technology Forum (GSTF), 2014. http://dx.doi.org/10.5176/2315-4330_wnc14.06.

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CHAU, CAROL. "Professional Capital: An Informational Approach to Nursing." In Proceedings of the 2005 International Conference on Knowledge Management. WORLD SCIENTIFIC, 2005. http://dx.doi.org/10.1142/9789812701527_0059.

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Woo, Hae Young, and Young Ran Tak. "Professional self-concept and caring perception in nursing students." In Health Care and Nursing 2015. Science & Engineering Research Support soCiety, 2015. http://dx.doi.org/10.14257/astl.2015.88.17.

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Mustikaningsih, D., T. Setiawati, and SU Rifaatul Fitri. "The Study of Professional Nursing Practice Models (PNPM) Application on Islamic Nursing Care." In 1st Paris Van Java International Seminar on Health, Economics, Social Science and Humanities (PVJ-ISHESSH 2020). Paris, France: Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.210304.171.

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Li, Jie, Jing Mao, Jing Zhou, Qiaoyuan Qiaoyuan, Yan Yan, Tieying Zeng, and Xiaopan Li. "Professional Identity of Undergraduate Nursing Students in Taiwan and Chinese Mainland A Qualitative Study." In Annual Worldwide Nursing Conference. Global Science & Technology Forum (GSTF), 2015. http://dx.doi.org/10.5176/2315-4330_wnc15.39.

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Park, Young-Sun, and Young-Ju Jee. "Effects of Dementia Intervention Programs on the Elderly with Dementia and Professional Caregivers in LTCF." In Healthcare and Nursing 2015. Science & Engineering Research Support soCiety, 2015. http://dx.doi.org/10.14257/astl.2015.104.22.

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Kim, Seong Eun, Eun Ju Lim, and Jun Hee Noh. "Ability of Identifying Mental Health Disorders and Attitudes toward Seeking Professional Psychological Help in Nursing Students." In Healthcare and Nursing 2015. Science & Engineering Research Support soCiety, 2015. http://dx.doi.org/10.14257/astl.2015.116.10.

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Reports on the topic "Nursing professional"

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Dilling Rambousek, Mary. Nursing: a Profession in Process. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.1693.

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