Typologies of Professional Identity Among Graduating Baccalaureate‐Prepared Nurses

Hensel, Desirée

doi:10.1111/jnu.12052

Cited by 17 publications

(8 citation statements)

References 36 publications

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“…However, the suggestion "Interprofessional team training of nurses, physicians, and other health care providers should begin when they are students and proceed throughout their careers" [76]. Team culture was considered a strong influence in students' decision on whether to speak up or remain silent and is reflected in the relationship with their mentor and other team members [39,68] and was valued as a strong ethical responsibility to prevent errors [48]. Effective interprofessional collaboration has been found to prevent adverse patient safety events [68] as it challenges any gaps or misconceptions about the role of each discipline and responsibility in problem solving [77][78][79].…”

Section: Discussionmentioning

confidence: 99%

“…Earlier evidence indicated that students felt more confident in technical aspects than the sociocultural aspects of patient safety [9,[44][45][46][47]. For example, students reported less knowledge regarding teamwork issues, especially during their clinical placements [35,46], although they valued teamwork ıncludıng patient participation in health care planning [48]. However, this evidence derived mainly from Canada, USA and Australia and partly from Europe (e.g.…”

Section: Introductionmentioning

confidence: 99%

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The knowledge about patient safety among undergraduate nurse students in Cyprus and Greece: a comparative study

et al. 2021

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Background The Patient safety movement contributed to the reduction of preventable adverse events associated with health care. Although patient safety issues have received the attention of educators in the health care studies, there is evidence that in nursing education and the associated curricula it is not well-incorporated. This may not allow students to acquire scientific knowledge and develop strong competencies to assure patient safety throughout their professional life. The aım of the study was the exploration of the undergraduate nursing student perspectives regarding knowledge received during their training about patient safety-related issues. Methods A descriptive comparative study was conducted with three and four-year undergraduate nursing students from the Cyprus Republic (n = 243) and Greece (n = 367). All students were surveyed using the Health Professional Education Patient Safety Survey (H-PEPSS) to describe students’ knowledge in the classroom and clinical setting. Results Students’ Knowledge about patient safety was expressed significantly higher (p < 0.001) in the classroom (mean = 4.0) than the clinical setting (3.7) (1–5 scale). The knowledge in the dimension “clinical aspects” received the highest score and “working in teams” received the lowest. Also, differences were recorded between countries wıth Cypriot students reporting hıgher level of knowledge than the Greek students in most of the dimensions. Conclusıon The findings revealed the gap between theory and practice and the need for collaboration between the two settings. Also, students reported relatively higher knowledge with regards to the technical aspects of patient safety. Still, they were less knowledgable about the sociocultural aspects of the patient, such as working in teams.

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

The knowledge about patient safety among undergraduate nurse students in Cyprus and Greece: a comparative study

et al. 2021

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“…This is to our knowledge the first study of typologies of GPs in the referral process. Other studies on typologies in medicine have been done to explore professional identity of nurses [ 28 ] and hospital specialists [ 29 ]. Our two typologies represent aspects of the referral process where most GPs will recognize themselves.…”

Section: Discussionmentioning

confidence: 99%

Typologies in GPs’ referral practice

et al. 2016

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BackgroundGPs’ individual decisions to refer and the various ways of working when they refer are important determinants of secondary care use. The objective of this study was to explore and describe potential characteristics of GPs’ referral practice by investigating their opinions about referring and their self-reported experiences of what they do when they refer.MethodsObservational cross-sectional study using data from 128 Norwegian GPs who filled in a questionnaire with statements on how they regarded the referral process, and who were invited to collect data when they actually referred to hospital during one month. Only elective referrals were recorded. The 57 participants (44,5 %) recorded data from 691 referrals. The variables were included in a principal component analysis. A multiple linear regression analysis was conducted to identify typologies with GP’s age, gender, specialty in family medicine and location as independent variables.ResultsEight principal components describe the different ways GPs think and work when they refer. Two typologies summarize these components: confidence characterizing specialists in family medicine, mainly female, who reported a more patient-centred practice making priority decisions when they refer, who confer easily with hospital consultants and who complete the referrals during the consultation; uncertainty characterizing young, mainly male non-specialists in family medicine, experiencing patients’ pressure to be referred, heavy workload, having reluctance to cooperate with the patient and reporting sparse contact with hospital colleagues.ConclusionsTraining specialists in family medicine in patient-centred method, easy conference with hospital consultant and cooperation with patients while making the referral may foster both self-reflections on own competences and increased levels of confidence.Electronic supplementary materialThe online version of this article (doi:10.1186/s12875-016-0495-y) contains supplementary material, which is available to authorized users.

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“…This is another outcome of clinical practice. Professional identity is consistent with values of nursing as a profession, such as caring, communication, leadership, and ethics, among others, and is a developmental process through the student's educational program (Hensel 2014;Hensel and Laux 2014). As students care for patients and interact with others in practice, they reflect on these values and what it means to be a nurse.…”

Section: Professional Identity Formationmentioning

confidence: 78%

Clinical Education in Nursing: Current Practices and Trends

Oermann¹,

Shellenbarger²

2020

Clinical Education for the Health Professions

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Typologies of Professional Identity Among Graduating Baccalaureate‐Prepared Nurses

Abstract: This study expands on what is known about patterns of professional identity among nurses and helps provide a beginning framework for understanding the values new graduates bring to practice.

Cited by 17 publications

References 36 publications

The knowledge about patient safety among undergraduate nurse students in Cyprus and Greece: a comparative study

The knowledge about patient safety among undergraduate nurse students in Cyprus and Greece: a comparative study

Typologies in GPs’ referral practice

Clinical Education in Nursing: Current Practices and Trends

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