An important process in any profession is the development of professional identity. Understanding how students experience professionalism is important to provide appropriate educational experiences to foster this aspect of professional socialization. Therefore, this study investigated baccalaureate student nurses' perspectives of what it means to be professional. This qualitative study was based on Pollio, Henley, and Thompson's interpretive framework, an existential-phenomenological approach. The purpose of the interpretation was to recognize patterns or themes in an experience. Figurai experiences in one's life emerge against a backdrop, or ground. Sixtynine baccalaureate nursing students at different educational levels participated. They described specific experiences in which they felt professional. The student experience of being professional was one grounded in a world of self and others. Three interrelated themes emerged from this ground- belonging, knowing, and affirmation. The ground of self and others provides the backdrop of the experience. It is through self and others that the figurai themes are experienced. The themes are inherently interrelated. For example, the experiences of belonging and knowing were affirming to students, and affirmation enhanced their sense of knowing and belonging. Implications of the findings are explored.

Family-centered care has become a popular topic in pediatric nursing and, therefore, is becoming an important part of both nursing anesthesia and perioperative nursing. Currently, few hospitals involve parents in pediatric surgery, even though the presence of a parent for pediatric anesthesia induction is strongly supported in the literature. This article reviews the literature regarding the effect on children and parents of parental presence during induction of pediatric anesthesia. Suggestions for appropriate parent-preparation techniques also are provided.

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