Dissertations / Theses: '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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Jinyan, Hong, and Yu Tingting. "Nursing students’ professional identity : A descriptive literature review." Thesis, Högskolan i Gävle, Avdelningen för vårdvetenskap, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:hig:diva-30242.

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Kelly, Brighid. "Perception of professional ethics among senior baccalaureate nursing students /." The Ohio State University, 1987. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487584612166245.

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Cook, Peter. "Investigation into value difference within the professional culture of nursing /." Title page, contents and abstract only, 1995. http://web4.library.adelaide.edu.au/theses/09EDM/09edmc771.pdf.

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Foulds, Barbara J. "Communities of practice : clinical teaching in professional nursing education." Thesis, McGill University, 2005. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=85549.

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The need to prepare and support clinical teaching faculty is identified as a priority by nurse educators. However, there is no framework for understanding the practice of clinical teaching (Benner, Tanner & Chelsa, 1996; Davis, Dearman, Schwab & Kitchens, 1992; Scanlan, 2001; Siler & Kleiner, 2001; Vollman, 1989). There is little nursing research directed to understanding the practice of clinical teaching. It is widely assumed that nurses who are experts in practice are able to make an easy transition to the role of clinical teacher (Scanlan, 2001; Silar & Kleiner, 2001).
The clinical practicum is the time when students are in the clinical setting as novice nurses under the supervision of both experienced nurses and clinical teachers. The clinical setting may be hospital or community-based and students may be working directly with patients and their families or may be a member of a community-based project team. The purpose of this study was, by asking clinical teachers to describe their practice, to determine whether clinical teaching was a boundary practice bridging nursing and teaching's communities of practice (CoP). The goal of the boundary practice is to sustain a connection between the two communities of practice by dealing with conflicts, seeking common ground and resolving problems. The following research questions were asked: (1) To what extent do clinical teachers describe the characteristics of a boundary practice? (2) What are the participative connections that clinical teachers use in their professional activities? and (3) What boundary objects are transferred from one community of practice to another?
Using a qualitative research design, nine clinical teachers from diverse practice settings and with a range of years in the profession participated in a focus group interview. The focus group interview was followed by individual interviews with four clinical teachers. The conceptual framework that guided this study combined Wenger's (1998, 2002) community of practice model, and Shulman's (1987) teacher knowledge model. Additional theoretical constructs included reflective practitioner, cognitive apprenticeship and situated cognition (Brown, Collins & Duguid, 1989; Lave & Wenger, 1991; Schon, 1987).
The results suggest that clinical teaching is a boundary practice and that clinical teachers create participative connections between nursing and teaching practices through the building of relationships with fellow nurses, students and classroom teachers using strategies that involve reconciling different practice perspectives with the objective of creating supportive clinical learning environments. Clinical teachers described negotiation strategies to move students from the periphery of nursing into the community of nursing practice and using boundary objects to negotiate meaning from practice.
The results suggest that the practice of clinical teaching includes understanding how to balance relationships and reconcile competing demands. The findings also suggest that connection to the classroom teacher and understanding of the course of study are important to the practice of clinical teaching. Two key outcomes of this study are the development of a model of clinical teaching and a working vocabulary to describe the practice of clinical teaching.

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Sunter, Shirley Lindsey. "The impact of continuing education on professional nursing practice." Thesis, University of Newcastle Upon Tyne, 1998. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.263023.

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Darby, Barbara Ann Barnaby. "Professional Socialization and Mentoring Relationships in Beginning Nursing Practice." UNF Digital Commons, 1995. http://digitalcommons.unf.edu/etd/332.

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The purpose of this study was twofold--to gain understanding of early professional socialization in beginning nursing practice from the beginning practitioner's perspective and to explore the influences of mentoring on the professional socialization of beginning nurses. Participants were thirty-one novice practitioners from an associate in science degree nursing program in the Southeast section of the United States. The unique perspectives of beginning nurses were gained through the use of focus groups. Data analysis consisted of content analysis, data display and reduction, identification of themes, and conclusion drawing. Findings supported the notion that professional socialization occurs in phases. Beginners anticipate initial work environments that facilitate ongoing socialization. Mentoring/preceptorship relationships are anticipated and desired as part of the socialization process. Early in beginning practice novices demonstrated an external locus of control and focused on their preparation for the role and support systems. Late in beginning practice novices demonstrated an internal locus of control and were concerned about impending independent practice and the continuing need to learn. Findings may assist nursing educators and nursing practitioners to facilitate beginners' entry and role transition. Future research should address the mentors' perspective, locus of control, and differences based on the professional education program completed by the beginner.

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Johnson, Sonali Elizabeth. "A suitable role : professional identity and nursing in India." Thesis, London School of Hygiene and Tropical Medicine (University of London), 2011. http://researchonline.lshtm.ac.uk/834552/.

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This dissertation examines the careers and collective professional identity of nurses working in India. It analyses the impact of gender, caste and class on the decision to enter nursing, the types of career opportunities envisaged by nurses, accounts of nursing practice in hospital settings and the professionalizing strategies debated by the profession's leaders to achieve greater social and professional legitimacy for Indian nurses. The backdrop to this study is the city of Bangalore, a quintessential example of an increasingly globalized India, commonly referred to as the country's 'Silicon Valley'. Bangalore is the site of numerous hospitals and medical facilities and has the largest concentration of nursing educational institutions in the country. As modern, urban India is increasingly characterized by the unravelling of traditional forms of social stratification, the study examines social change within the profession of nursing and its repercussions for the professional identity of nurses. The research draws upon literature from the sociology of professions as a theoretical framework and examines the relevance of these theories to the study setting so as to develop new understandings of nursing culture in a non-Western context. The findings of the study include evidence of a 'collectivist' rather than an 'individualistic' approach to career decision-making in which the presence of 'nurse families' and community networks serve as important social and professional resources. Given the traditional associations with nursing and low status work, the study demonstrates how the professional project of nursing is focused around achieving collective social mobility. The dissertation discusses the importance of migration as a professional 'asset' and highlights contemporary debates around further education and specialization as strategies to achieve greater social and economic rewards for Indian nurses.

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McGarity, Tammy Marie. "Frontline Nurse Leader Professional Development." Thesis, Grand Canyon University, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=13810559.

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Frontline nurse leaders are expected to lead staff while managing the work systems and processes on their units in addition to ensuring high quality and safe patient care is being delivered. It is not known if frontline nurse leaders who have been oriented with only onthe-job-training are competent and if a professional development program will improve their competencies and confidence. This project used a quantitative quasi-experimental design. The basic design elements for this project were the PCC curriculum and completion of the survey pre-and post-attendance. This project was conducted at an acute care, Magnet facility and included 20 frontline patient care coordinators. Data from the surveys were analyzed using SPSS 23. Spearman’s rho was used, a nonparametric test which determines the strength and significance of the correlation between two measures, and ANOVA, a parametric method which determines whether there is a significant mean difference in some measure between two or more groups. The initial average competency ranking of the participants was 2.91, which reflects a just below competent ranking; paired-samples ttests were conducted which resulted with the average self-rated competency level of participants increasing by 27% to 3.69 post intervention. Implications for this research is far reaching, considering the impact frontline nurses have on nurse satisfaction and engagement, in addition to improved quality of care, patient satisfaction, and patient outcomes.

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Padgett, Stephen Mark. "Negotiating quality : everyday practices and nursing self regulation /." Thesis, Connect to this title online; UW restricted, 2006. http://hdl.handle.net/1773/7306.

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Weierbach, Florence M., Jean S. Bernard, Claire S. Cline, Teresa Darnell, and Rebecca Turpin. "Stories of Rural Appalachia Professional Nursing Development, Appalachia Studies Association." Digital Commons @ East Tennessee State University, 2020. https://dc.etsu.edu/etsu-works/7377.

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Cameron, Nancy G. "From ‘To’ to ‘Send’: Professional Electronic Communication." Digital Commons @ East Tennessee State University, 2010. https://dc.etsu.edu/etsu-works/7069.

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Higuchi, Kathryn A. Smith. "Professional nursing education : cognitive processes utilized in clinical decision making." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape11/PQDD_0006/NQ44452.pdf.

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Prescott, Stephen Francis. "The nursing profession and graduate status in England : perspectives from student nurses and health professional educators." Thesis, University of Huddersfield, 2017. http://eprints.hud.ac.uk/id/eprint/33732/.

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This study investigates all graduate entry to nursing in England, focusing on the perceptions and experiences of nursing students and health professional educators at one English university. It presents a history of nurse education, debates the cases for and against the move to an all graduate entry, and introduces a conceptual framework based on the influences on, and expected outcomes of, the undergraduate nursing student. The study adopts a single-embedded case study design. Data was collected between October 2012 and September 2014 using questionnaires and focus groups. Statistical analysis and thematic analysis (using the framework devised by Braun and Clarke, 2006) were undertaken on the quantitative and qualitative data respectively. The undergraduate student nurses reflected a positive attitude towards nursing, seeing a therapeutic relationship and the values underpinning ‘compassion in practice’ as fundamental to the role of Registered Nurse (RN). They also demonstrated motivations that reflected these principles and, to some extent, recognised them in themselves. The importance of developing and demonstrating graduate attributes was acknowledged, but these were not seen to be as significant as the fundamental principles of what it means to be a nurse. The majority of health professional educators supported the move to an all graduate entry to nursing, with nurse educators being more in favour that their Allied Health Professional colleagues. There was also clear recognition that the role of the RN had changed and that RNs needed graduate attributes in order to manage the complexities of twenty-first century healthcare. Participants in this study saw the move to all graduate entry as welcome and necessary, although this view was not universal. Reasons students gave for pursuing a career in nursing reflected those identified in earlier studies. The students’ experiences in clinical practice were affected by the standards of care they observed, the quality of mentorship and by issues related to ‘belongingness’. The study highlights and contributes to the on-going debate surrounding the development of nursing as a profession, confirming that the ideals of altruism have not been lost in the development of academic processes and identity.

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Palmer, Josephine Chiara. "Factors associated with professional nursing practice in medical-surgical nurses." Thesis, The University of Arizona, 1990. http://hdl.handle.net/10150/277266.

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The purpose of this study was to identify and describe factors perceived to be important to nursing practice by registered nurses. The sample, 170 medical-surgical nurses, was 37% of the total in the primary study (N = 455). An exploratory/descriptive design was used to content analyze the qualitative data obtained from one open-ended question asked in the Differentiated Group Professional Practice in Nursing project. Results showed two concepts in the conceptual framework, Group Cohesion and Job Satisfaction, with regard to Pay and Physician/Nurse Relationships, were supported. Other categories generated included the importance of Administrative Support, both Nursing and Non-Nursing, Education, Adequate Staffing, Flexibility in Hours, and Role Recognition. Another set of responses were categorized as Conflicts - Dissatisfiers. Categories generated included Entry into Practice, Non-Nursing Functions and Changing Attitudes.

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Hatfield, Sharon Anne Klenda 1944. "Professional nursing practice in urban and rural hospitals: Baseline comparisons." Thesis, The University of Arizona, 1990. http://hdl.handle.net/10150/277311.

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A secondary data analysis was conducted to explore differences between registered nurses (RNs) in urban and rural hospitals regarding professional nursing practice as indexed by self-reported organizational commitment, autonomy, control over nursing practice, and group cohesion; to explore differences in job satisfaction; and to describe the influence of professional nursing practice on nurse satisfaction. Baseline data collected for the Differentiated Group Professional Practice project (#1-UO1-NR02153) was the primary source of data. This secondary analysis utilized a two-group, cross-sectional descriptive design with a sample of 271 urban and 196 rural RNs. Urban RNs reported higher organizational commitment. Although overall job satisfaction was similar between urban and rural RNs, urban RNs reported higher satisfaction with organizational policy, while rural RNs were more satisfied with nurse interaction. Organizational commitment, autonomy, control over nursing practice, and group cohesion influenced job satisfaction positively, but with different patterns, in urban and rural subjects.

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Brooks, Ian. "Professional change : an examination of nursing from a cultural perspective." Thesis, Oxford Brookes University, 2003. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.289126.

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Rowe, Nancy McCracken. "A study of baccalaureate nursing students linking of liberal education with their professional nursing education dissertation." The Ohio State University, 1996. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487942476405996.

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Crider, Mark. "Managing professional and labor interests through organizational change in the American Nurses Association: A professional society case study." Diss., Search in ProQuest Dissertations & Theses. UC Only, 2008. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3324578.

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Timmins, Fiona. "Developing a professional working theory through critical reflection." Thesis, University of South Wales, 2006. https://pure.southwales.ac.uk/en/studentthesis/developing-a-professional-working-theory-through-critical-reflection(20761dd6-0dd7-47c2-ac4b-80b8e6f53a1d).html.

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In keeping with the University guidelines and current literature on the topic this portfolio is an intense and personal document that resembles an autobiography of my professional life. Reflection and analysis form key components of the portfolio development. The task of demonstrating coherence and continuity between publications and projects is an inherent challenge of the portfolio route. I developed this portfolio as a collection of evidence of both the products and processes of learning that attests to my personal and professional development and achievement. The products are demonstrated within my two main projects (Timmins 2002 page 131, Timmins 2005 page 298) and associated publications and international presentations. The process of my learning has been examined and professed through reflection upon these projects and subsequently analysed and presented in the overarching statement. The aim of my portfolio is to provide a reflective overview of these two projects to highlight coherence between projects and identify my unique contribution to knowledge. This thesis reports on the development and use of a framework for reflection that best suited this purpose. I also construct my professional working theory as a result of this critical reflection. This framework proved invaluable to uncover the connections between my projects and the inherent meaning of my portfolio. What began as a series of disparate products (articles, conference presentations, books) the use of the framework for critical reflection enabled me not only to elicit inherent connections but to gain a new clarity about my own professional development and motivation that was previously unknown. Using the framework for critical reflection enabled to me to identify themes from reflection upon my projects: disempowerment, knowledge, emancipation and empowerment. These themes appear implicitly in several recent studies in the Republic of Ireland. Ultimately the impetus for my projects was rooted in my own professional disempowerment. Obedience was a pattern intrinsic to the social fabric of nursing in Republic of Ireland. The identified themes resonate not only my professional growth within but also the current orientation of the nursing profession in the Republic of Ireland. Using the framework for critical reflection also permitted me to outline my original contribution to knowledge. This originality is reflected in the public provision of knowledge to nurses in the area of nursing clients with coronary heart disease. This includes a reorientation of informational support towards symptom management and encouraging a critical awareness of previously used research methods. There is also an original contribution to the ongoing development of nursing practice with the suggested critique; adaptation and use of conceptual models of nursing in coronary care units.

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Lewenson, Sandra Beth. "The relationship among the four professional nursing organizations and woman suffrage: 1893-1920 /." Access Digital Full Text version, 1989. http://pocketknowledge.tc.columbia.edu/home.php/bybib/10857734.

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Andrews, Lois Kemmet. "The difference in affective emphasis between "professional and technical" nursing education programs : a comparative study /." Staten Island, N.Y. : [s.n.], 1988. http://library.wagner.edu/theses/nursing/1988/thesis_nur_1988_andre_diffe.pdf.

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Smet, Catherine. "Secularization and syndicalization : the rise of professional nursing in France, 1870-1914 /." Diss., Connect to a 24 p. preview or request complete full text in PDF format. Access restricted to UC campuses, 1997. http://wwwlib.umi.com/cr/ucsd/fullcit?p9728767.

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33

Scoble, Kathleen Brooks. "Career resilient characteristics and commitment among registered nurses: predictors of organizational and professional retention /." Access Digital Full Text version, 1991. http://pocketknowledge.tc.columbia.edu/home.php/bybib/10292111.

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Thesis (Ed.D.)--Teachers College, Columbia University, 1991.
Includes tables. Typescript; issued also on microfilm. Sponsor: Elaine L. La Monica. Dissertation Committee: Richard Wolf. Includes bibliographical references (leaves 118-133, 176).

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Williams, Lee Ann. "Nursing Candidates' Perceptions of the Greatest Challenges to Becoming a Professional Nurse." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5960.

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Nursing candidates' overall goal is to become a professional nurse. To reach this goal, the student must graduate from an associate or baccalaureate nursing program and pass the state board, National Council Licensure Examination (NCLEX). Student retention in nursing programs and passing the NCLEX continue to be a problem for educational institutions throughout the United States. The purpose of this study was to examine nursing candidates' perceptions of their greatest challenges in becoming a professional nurse. Wenger's social learning systems and the community of practice comprised the conceptual framework that guided this study. The research questions pertained to nursing students' perceptions regarding the greatest challenges of becoming a professional nurse, strategies that could have helped the students, and the challenges that could be addressed by the nursing program. For this qualitative case study, nursing students from a second year Associate Degree in Nursing (ADN) program and nursing students in their last semester of a License Practical Nurse (LPN) program in North Georgia were asked to participate by attending focus group interviews. Twelve of the second year ADN program students volunteered to participate and 5 of the students in the last semester of the LPN program volunteered to participate. The data was collected from focus group interviews, and an inductive process was done for the data analysis. The findings revealed four challenges to becoming a professional nurse: family/relationship, lack of time, curriculum, and prior knowledge or skill. Insights from the analysis may enhance the institutions' understanding of the barriers faced by nursing students in North Georgia, the nursing program, the nursing profession, and help develop strategies to identify and support at-risk students.

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Halford, Sandy, and Florence M. Weierbach. "Inter-Professional Undergraduate Education and Technology Use in a Flipped Classroom." Digital Commons @ East Tennessee State University, 2015. https://dc.etsu.edu/etsu-works/7384.

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36

Haney, Catherine Margaret. "Nursing identity and abortion work : interrupting 50 years of professional discourse." Thesis, University of British Columbia, 2011. http://hdl.handle.net/2429/39214.

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In this inquiry, I investigate the discursive processes of professional identity construction and acquisition in the context of nurses’ participation in abortion work. Guided by social linguistic theory, I have conducted an historical discourse analysis of the abortion-related articles, advertisements, editorials, and letters to the editor published in the national professional journal, The Canadian Nurse, from 1950 to 2000. I have determined that multiple abortion care identities—or the specific ideologies and practices that are normalized as legitimate nursing values and work—have been constructed for nurses through a variety of discursive moves, including didactic messaging and implicit comparison with and in contrast to other social actors and the procedure itself. Ultimately, the availability of professional identities that support abortion as legitimate nursing work enable nurses to provide and promote the physically and psychologically safe abortion services that are essential to the health and well-being of women and communities worldwide. Recommendations and strategies for evaluating and operating professional abortion discourses in practice, research, education, and policy arenas to improve women’s access to safe care are included. Additionally, the findings of this investigation are discussed within the context of professional identity nursing scholarship in general.

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Dearmun, Annette Kathleen. "Paediatric nursing graduates perceptions of their first year of professional practice." Thesis, University of Reading, 1997. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.246010.

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Bryans, Alison. "The nature and application of professional knowledge in community nursing assessment." Thesis, Glasgow Caledonian University, 1998. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.243534.

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39

Machin, Tony. "Establishing professional role congruity within the discipline of mental health nursing." Thesis, Northumbria University, 2017. http://nrl.northumbria.ac.uk/32569/.

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Over the period of the last century in the United Kingdom mental health nursing roles have evolved and adapted in response to changes in mental health related policy and associated changes in the ethos, structure and delivery of mental health services. The conceptual framework informing this thesis drew upon the theoretical perspective of symbolic interactionism underpinning a qualitative, grounded theory approach augmented with the use of situational analysis to explore the processes involved in the development and maintenance of professional role congruity. 'Role congruity' is defined as a functional balance between aspects of role adequacy, role legitimacy and role support. Nine student and ten registered mental health nurses were depth interviewed between 2012 and 2016. Analysis of data was conducted using grounded theory data analysis approaches, with the research context incorporated into analysis using the mapping processes of situational analysis. This analysis yielded the formulation of a grounded theory model entitled 'Establishing Role Congruity', capturing the processes involved in developing and maintaining professional role congruity for this group of mental health nurses. Situational analysis enriched this model by contextualising the captured processes within 'social worlds' and discourses evident within the mental health practice arena. On the basis of this analysis, a conceptual model of 'Role Congruity Alignment' is proposed together with recommendations for contemporary and future mental health nursing roles with regard to the balance between 'generic/eclectic' functions and roles specialising in terms of service user groups and/or therapeutic interventions. Attendant implications for the initial education and subsequent continuing professional development of mental health nurses are summarised.

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Dale, Charlotte Ann. "Raising professional confidence : the influence of the Anglo-Boer War (1899-1902) on the development and recognition of nursing as a profession." Thesis, University of Manchester, 2014. https://www.research.manchester.ac.uk/portal/en/theses/raising-professional-confidence-the-influence-of-the-angloboer-war-1899--1902-on-the-development-and-recognition-of-nursing-as-a-profession(4ba2c5fb-bffa-4437-bb3e-d78d409c51dc).html.

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The thesis examines the position of nurses during the Second Anglo-Boer War (1899 – 1902) and considers how their work helped to raise the profile of nursing. The experience of the war demonstrated the superiority of the work undertaken by trained nurses as compared with that of ‘amateurs’. At the commencement of war a small cohort of army nurses worked alongside large numbers of trained male orderlies, however these numbers proved insufficient during the period of the war and additional, entirely untrained orderlies (often convalescent soldiers) were relied upon to deliver nursing care. Against a backdrop of long term antipathy toward nurses at the seat of war, the work of both army and civilian nurses in military hospitals suggested that the clinical proficiency of trained nurses had a significant impact on military effectiveness. The thesis will develop arguments based on the personal testimonies of nurses who served during the Anglo-Boer War, relating to clinical nursing and nurses perceptions of professionalism during the period. Personal testimony will be used primarily to examine the working lives and experiences of serving nurses, as many historians simply state that the excellent work of the nurses forced changes, yet make no allusion to what this specifically entailed. Faced with the exigencies of war, including limited medical supplies and military bureaucracy (termed by nurses and doctors alike as ‘red tape’) that hindered nurses’ abilities to provide high levels of care, nurses demonstrated their developing clinical confidence. Despite accusations that nurses were ‘frivolling’ in South Africa, raising concerns over the control and organisation of nurses in future military campaigns, the social exploits of nurses on active service was not entirely detrimental to contemporary views of their professional status. Nurses were able to demonstrate their abilities to survive the hardships of war, including nursing close to the ‘front lines’ of war and the arduous conditions inherent in living under canvas on the South African veldt. Not only were nurses proving their abilities to endure hardship normally associated with masculine work, but they were also establishing their clinical capabilities. This was especially so during the serious typhoid epidemics when nurses were able to draw upon their expert knowledge to provide careful nursing care based on extensive experience. Nurses, who had undergone recognised training in Britain, demonstrated their professional competence and proved that nursing was a learned skill, not merely an innate womanly trait. The war also represented an opportunity to evidence their fitness for citizenship by using their skilled training for the benefit of the Empire. The subsequent reform of the Army Nursing Service, resulting in the establishment of the Queen Alexandra’s Imperial Military Nursing Service in 1902, suggests permanent recognition of the essential role of nurses in times of both war and peace.

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Freitas, Frances Anne. "Cost-Benefit Analysis of Professional Accreditation: A National Study of Baccalaureate Nursing Programs." [Kent, Ohio] : Kent State University, 2007. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=kent1179842890.

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Thesis (Ph.D.)--Kent State University, 2007.
Title from PDF t.p. (viewed Nov. 21, 2007). Advisor: Steve O. Michael. Keywords: cost, benefit, accreditation, nursing, professional, national. Includes questionnaire. Includes bibliographical references (p. 175-192).

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Magopeni, Sibongile Nomvuyo. "Professional behaviour among nursing students at a college in the Eastern Cape." Thesis, University of Fort Hare, 2016. http://hdl.handle.net/10353/2566.

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The focus of the study was to explore and describe reasons for poor professional behaviour among nursing students at a public nursing college in the Eastern Cape. The objectives of the study were to explore and describe the reasons for poor professional behaviour among nursing students and to describe strategies to improve poor professional behaviour. The study has significance for the college management, staff, nursing students, registered nurses and everyone involved in professional development of nursing students. The population for this study consisted of third-year nursing students following the four-year comprehensive basic course for registration leading to the Diploma in Nursing (General, Community & Psychiatry) and Midwifery at a public nursing college. The research questions were: What do you understand by professional behaviour? What are the reasons for poor professional behaviour among nursing students? What could be done to improve professionalism among college nursing students? A qualitative, explorative, descriptive and contextual design was used as a framework for the study. Permission to conduct the study was obtained from the University of Fort Hare ethics committee and other relevant authorities as indicated in the study. Ethical principles were maintained and informed consent obtained. Data collection was done using focus groups and an audiotape with a purposefully sampling of 30 third-year nursing students at the public college of nursing. Data were analysed using Tesch’s method of analysis for qualitative research. Three major themes emerged: students’ understanding of professional behaviour, reasons for poor professional behaviour and methods to improve poor professional behaviour. It was concluded that poor professional behaviour has an effect on professionalism and it should be addressed and corrected for protecting the professional image. Recommendations: Policies regarding inappropriate professional behaviour at the college should be in place and easily accessible to every staff member and nursing student. Department of Health should conduct reflective courses and seminars on professionalism and these should begin at the same time as the academic programme.

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43

Mitnick, Steven David. "NURSE PRACTITIONERS' PERCEPTIONS AND BEHAVIORAL INTENT TOWARD PRIVATE PRACTICE AND PROFESSIONAL AUTONOMY." VCU Scholars Compass, 1987. http://scholarscompass.vcu.edu/etd/5077.

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The purpose of this study was to determine: 1) the perceptions of nurse practitioners toward private practice and professional autonomy, and 2) nurse practitioners' behavioral intent towards private practice and professional autonomy. Data were collected with a questionnaire designed by the researcher to measure demographic data, nurse practitioners' perceptions and behavioral intent toward private practice and professional autonomy, and knowledge of legal issues pertaining' to private practice. Of 153 possible respondents, 100 (64%) nurse practitioners in the State of Maryland participated in the study. Data were presented descriptively by number and percentage. The typical nurse practitioner was 31 to 40 years of age, attended a certificate program as an adult nurse practitioner, had a Master's Degree, worked full-time in a combination in-patient/out-patient setting, and has been practicing for more then six years. Four nurse practitioners were in private practice. Results showed that almost all nurse practitioners' surveyed (97%) perceived private practice as appropriate, but most (83%) did not plan to work in that capacity during the next five years. Nurse practitioners' knowledge of legal issues (third party reimbursement, prescription writing privileges, and legality of owning and operating a private practice) were low with an average score of 55 percent. The autonomy section revealed that 1) nurse practitioners believed that nurse practitioner programs should teach and encourage private practice; and 2) that nurse practitioners are willing to make independent decisions and accept responsibility for them, but they were also inclined to accept limits established by the medical community.

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Chard, Jennifer Clarissa 1963. "Professional nursing practice in medical-surgical and intensive care units: Baseline comparisons." Thesis, The University of Arizona, 1990. http://hdl.handle.net/10150/278593.

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This study had three purposes: (1) to examine the differences and similarities between intensive care and medical-surgical RNs' self-reports of professional nursing practice and job satisfaction. (2 & 3) to explore the influence of professional nursing practice on nurse satisfaction in intensive care RNs and medical-surgical RNs, respectively. A two-group, cross-sectional descriptive design with a sample of 340 RNs was utilized to perform a secondary analysis of baseline data from the Differentiated Group Professional Practice project. Self-reports of RNs evidenced significantly higher levels of autonomy and control over nursing practice among intensive care subjects as opposed to medical-surgical subjects. The concepts of organizational commitment, autonomy, control over nursing practice, and group cohesion had a positive influence on total job satisfaction for the medical-surgical subjects. The above concepts with the exception of autonomy had a positive influence on total job satisfaction for the intensive care subjects.

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Vargo-Warran, Jamie L. "A quantitative study of nursing faculty's personal and professional use of technology." Thesis, University of Phoenix, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10155693.

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The purpose of this quantitative correlational study was to determine if there is a relationship between nursing faculty’s acceptance and intent to use technology, with the adoption of informatics in nursing education. The framework that guided this study was the Unified Theory of Acceptance and Use of Technology 2. The study was guided by three research questions. Research question 1 asked the relationship between nursing faculty use of informatics in nursing education? There is significant evidence to support the claim there is a relationship between faculty’s user acceptance/behavioral intent to use technology and the adoption of informatics in nursing education.

Research question 2 asked the relationship between the constructs of UTAUT2 and the behavior intent of the nursing faculty to use technology? The results support a relationship between the UTUAT2 constructs and behavioral intention to use technology thus the alternate hypothesis was supported.

Research question 3 asked the relationship between age, gender, and experience of nurse faculty moderators that influence performance expectancy, effort expectancy, social influence, facilitating conditions, hedonic motivation, price value, and habit on personal behavior intent to use technology. The results indicated there is not significant evidence to support the claim that there is a relationship between behavioral intent to use technology and the age, gender, or experience of faculty.

The results suggests that faculty’s personal and professional use of technology influences the integration of informatics into curriculum. Recommendations for practice include incorporating an informatics champion within each school of nursing to enhance faculty members comfort with technology.

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46

Felder, Sherry Hill. ""Learning to juggle" : the graduate and professional socialization of nursing education faculty /." Full text available from ProQuest UM Digital Dissertations, 2007. http://0-proquest.umi.com.umiss.lib.olemiss.edu/pqdweb?index=0&did=1417814351&SrchMode=1&sid=1&Fmt=2&VInst=PROD&VType=PQD&RQT=309&VName=PQD&TS=1220986488&clientId=22256.

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47

Simpson, Martha Jane 1959. "Professional nursing practice in hospitals: Those who stay, and those who leave." Thesis, The University of Arizona, 1992. http://hdl.handle.net/10150/291808.

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The purpose of this two-group, cross-sectional descriptive study was to compare self-reported professional practice indices and work satisfaction of hospital staff nurses who remained continuously employed within the institution ("stayers"; n = 127) and staff nurses who voluntarily terminated employment ("leavers"; n = 44). The data used for this secondary analysis were collected for the Differentiated Group Professional Practice in Nursing project (#U01-NR02153). Stayers reported significantly (p ≤ 0.05) higher organizational commitment, control over nursing practice, satisfaction with nurse-to-nurse interactions, satisfaction with professional status, and autonomy. Significant differences (p ≤ 0.05) in age, intent to remain within the community, employment status, and length of organizational tenure were also found. Discriminant analysis using indices of professional practice and work satisfaction was utilized to differentiate between stayers and leavers. Stayers were predicted with 92% accuracy and leavers with 33% accuracy. Investigation of misclassified leavers (n = 29) revealed no identifiable common personal or employment characteristics.

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48

Comer, Moya. "Deconstructing reflective practice as a model of professional knowledge in nursing education." Thesis, University College London (University of London), 2013. http://discovery.ucl.ac.uk/10020738/.

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The knowledge needed for nursing practice has long been a contested and divisive issue among nursing scholars and nurse practitioners. Professional knowledge in nursing is recognised as complex and multifaceted, drawing on many different sources. Throughout the history of modern nursing, as the profession attempted to establish itself as a discipline in its own right, various movements in the development of nursing knowledge may be identified. From an earlier era of grand theories to evidence-based practice in more recent times, the nature, origins and scope of nursing knowledge remains a source of on-going debate and discussion. Reflective practice has proved to be a very popular model of professional knowledge in nursing since it first appeared in the literature in the 1980s. Its appeal for nursing may be understood in its valuing of practice knowledge and the possibility of generating knowledge from practice. However, despite the appeal of reflection as an epistemology of practice in nursing education, the term is understood in many different and sometimes contradictory ways. This aim of this study is to examine the textual construction of reflective practice as a model of professional knowledge in nursing education. Since knowledge in many disciplines is textually mediated, a consideration of the language in which knowledge claims are made seems apposite when a concept is contested. Deconstruction consists in a close reading of texts, not with the aim of understanding the meaning of a text but with the aim of understanding how meaning is constructed, in particular, the resources of language that are used and the effects thereby created. This deconstructive reading reveals a concept that never fully coincides with itself. Reflective practice as a model of professional knowledge in nursing education is never punctually present in the texts that strive to construct its identity. The identity of reflective practice appears deeply saturated by its so-called binary opposite. Such a reading does not claim to be the "truth" of reflective practice. It does, however, permit the concept to be considered and understood in a different way and that, I should contend, is what reflective practice is all about.

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Magopeni, Sibongile Nomvuyo. "Professional behaviour among nursing students at a college in the Eastern Cape." Thesis, University of Fort Hare, 2013. http://hdl.handle.net/10353/d1021322.

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The focus of the study was to explore and describe reasons for poor professional behaviour among nursing students at a public nursing college in the Eastern Cape. The objectives of the study were to explore and describe the reasons for poor professional behaviour among nursing students and to describe strategies to improve poor professional behaviour. The study has significance for the college management, staff, nursing students, registered nurses and everyone involved in professional development of nursing students. The population for this study consisted of third-year nursing students following the four-year comprehensive basic course for registration leading to the Diploma in Nursing (General, Community & Psychiatry) and Midwifery at a public nursing college. The research questions were: What do you understand by professional behaviour? What are the reasons for poor professional behaviour among nursing students? What could be done to improve professionalism among college nursing students? A qualitative, explorative, descriptive and contextual design was used as a framework for the study. Permission to conduct the study was obtained from the University of Fort Hare ethics committee and other relevant authorities as indicated in the study. Ethical principles were maintained and informed consent obtained. Data collection was done using focus groups and an audiotape with a purposefully sampling of 30 third-year nursing students at the public college of nursing. Data were analysed using Tesch’s method of analysis for qualitative research. Three major themes emerged: students’ understanding of professional behaviour, reasons for poor professional behaviour and methods to improve poor professional behaviour. It was concluded that poor professional behaviour has an effect on professionalism and it should be addressed and corrected for protecting the professional image. Recommendations: Policies regarding inappropriate professional behaviour at the college should be in place and easily accessible to every staff member and nursing student. Department of Health should conduct reflective courses and seminars on professionalism and these should begin at the same time as the academic programme.

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Quinlan, Janet C. E. "Co-creating personal and professional knowledge through peer support and peer appraisal in nursing." Thesis, University of Bath, 1996. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.319201.

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Dissertations / Theses on the topic 'Nursing professional'

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