Role modelling and students' professional development

Abstract

Patients expect to be cared for by nurses who are not only competent but also behave professionally, so students must be educated to develop professional qualities. The Nursing and Midwifery Council stipulates that professional values must underpin education as well as practice (NMC, 2010a). Much has been written on the qualities of an effective role model and the potential barriers to becoming one. This article focuses on preregistration adult nursing education and role modelling, with a slant towards the development of professionalism, as opposed to skills competence. Attention is paid to the identity of students' role models and strategies for role modelling linked to teaching and the curriculum. Practice and academic staff have an equal stake in nurse education; for them to be seen equally as role models, there has to be a partnership approach to that education. Both practice and academic staff are able to exemplify behaviours and attitudes that directly influence the development of professionalism. This article is intended to stimulate discussion within and between nurse educators and practice-based staff about the impact their role modelling has on the development of adult nursing students' professional practice.

Key influences identified by first year undergraduate nursing students as impacting on the quality of clinical placement: A qualitative study

“…Likewise, there is a need for greater understanding and preparation on how to initiate and maintain a professional relationship that contributes to a quality learning experience. This reinforces the need for nurse academics within the tertiary environment as initial role-models to students (Felstead, 2013) to facilitate an early understanding of working with the SWN. Improved understanding would help to better prepare students for practice and encourage them to draw from the experiences of working with SWNs in order to facilitate a quality PEP.…”

“…Improved understanding would help to better prepare students for practice and encourage them to draw from the experiences of working with SWNs in order to facilitate a quality PEP. It has been suggested that if students are educated and advised in advance on what to expect during PEP, they can be more observant of SWN behaviours and attitudes (Felstead, 2013). This can lead to an improvement in the expectations of the relationship between the student and the SWN with the mutual understanding that the patients' needs come first (Paton, 2010).…”

From healthcare assistant to student nurse

“…Felstead (2013) concurs that patients expect to be cared for by nurses who are competent but also act professionally. Keeling & Templeman (2013) assert that student nurses can feel vulnerable as they are aware of their increasing responsibility and the professional implications associated with this.…”

“…Accountability is an integral part of professional practice, Felstead (2013) suggests that both clinical and academic staff are able to exemplify behaviours and attitudes that influence the development of professionalism in student nurses. Nurses are expected to make clinical judgements in a wide variety of areas of practice on a daily basis.…”

The Evolution of a Professional Identity as Perceived by Saudi Student Nurses

“…The professional identity of student nurses may fluctuate or even disintegrate when exposed to clinical realities in recognizing the nursing profession. A self-identity must be integrated firstly with new expectations and modified within a social context to form a professional identity (Felstead, 2013).…”