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Wu X, Lu Y, Zeng Y, Han H, Sun X, Zhang J, Wei N, Ye Z. Personality portraits, resilience, and professional identity among nursing students: a cross-sectional study. BMC Nurs 2024; 23:420. [PMID: 38907353 PMCID: PMC11191206 DOI: 10.1186/s12912-024-02007-7] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/14/2023] [Accepted: 05/13/2024] [Indexed: 06/23/2024] Open
Abstract
BACKGROUND The lack of professional identity can impede the transition from nursing students to qualified nurses and exacerbate the shortage of health care professionals. Personality is important to resilience-building and professional identity development in nursing students. However, the associations among personality, resilience, and professional identity are less explored. The study aims to identify latent subtypes of personality, to evaluate the mediating role of resilience between personality and professional identity in nursing students, and to provide practical guidance for educators' subsequent interventions with nursing students' professional identity. METHODS 1397 nursing students were recruited from Be Resilient to Nursing Career (BRNC) between October 2020 and April 2022 by cluster sampling from 4 universities in China. NEO Five-Factor Inventory, 10-item Connor-Davidson Resilience Scale, and Professional Identity Questionnaire for Undergraduate Students were administered. Analyses of latent profiles and mediations were performed. RESULTS Three latent personality types were identified: Over-sensitivity (35.4%), Ordinary (53.8%), and Flexibility (10.8%). Nursing role model was found to be a significant indicator of personality (Ordinary as ref, Over-sensitivity: OR = 0.73, 95% CI: 0.57-0.93, P = 0.010; Flexibility: OR = 1.85, 95% CI: 1.29-2.65, P = 0.001). The association between personality portraits and professional identity were significantly mediated by resilience (P < 0.05). CONCLUSIONS There exists heterogeneity in nursing students' personality. Resilience plays a significant role in mediating the relationship between personality and professional identity.
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Affiliation(s)
- Xiaona Wu
- Department of Nursing, Guangzhou Women and Children Medical Center, Guangzhou Medical University Affiliated Women and Children Medical Center, Guangzhou, People's Republic of China
- School of Nursing, Guangzhou University of Chinese Medicine, Guangzhou, People's Republic of China
| | - Yingzi Lu
- Department of Health Management and Promotion, Guangdong Maoming Health Vocational College, Maoming, People's Republic of China
| | - Yihao Zeng
- School of Nursing, Guangzhou University of Chinese Medicine, Guangzhou, People's Republic of China
| | - Hui Han
- School of Marine finance and economics, Qingdao Engineering Vocational College, Qingdao, People's Republic of China
| | - Xiaoming Sun
- School of Nursing, Guangzhou University of Chinese Medicine, Guangzhou, People's Republic of China
| | - Jiapeng Zhang
- School of nursing, Medical College of Jiaying University, Meizhou, People's Republic of China
| | - Ning Wei
- School of nursing, Guangzhou Xinhua University, Guangzhou, People's Republic of China
| | - Zengjie Ye
- School of Nursing, Guangzhou Medical University, Guangzhou, Guangdong Province, 511495, China.
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Marikar F, Zayan A. Improving Professional Development Based on Evaluation of Nursing Education Programs Through Feedback. J Contin Educ Nurs 2024; 55:110-112. [PMID: 38422992 DOI: 10.3928/00220124-20240221-04] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 03/02/2024]
Abstract
A feedback-driven selection process to evaluate professionals strengthens and improves the quality of future education they provide. A university in Sri Lanka invited teaching specialists by incorporating feedback of those teaching educators. The selection of professionals to teach courses improved the quality of education drastically. The findings show that refining education through feedback enhances future education quality and promotes subject matter expert engagement in improving educational programs. [J Contin Educ Nurs. 2024;55(3):110-112.].
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Mohammadi E, Salajegheh M. Exploring the viewpoint of faculty members of medical sciences universities about effective factors on their organizational retention: a qualitative study. BMC MEDICAL EDUCATION 2023; 23:725. [PMID: 37789317 PMCID: PMC10548578 DOI: 10.1186/s12909-023-04707-1] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 01/19/2023] [Accepted: 09/20/2023] [Indexed: 10/05/2023]
Abstract
BACKGROUND AND AIM Faculty retention in medical sciences universities is one of the most important values for the survival of the educational system. This study aimed to explore the viewpoint of faculty members of medical sciences universities in Iran about effective factors affecting their organizational retention. METHODS Qualitative study using deep interviews collected by maximum variation sampling. A purposively selected sample of 15 faculty members was recruited throughout two Iranian medical sciences universities (Tehran University of Medical Sciences and Kerman University of Medical Sciences) during 2021-22. RESULTS Qualitative data analysis provided 3 main categories and 10 sub-categories. Three main categories were identified that affected the faculty's organizational retention included individual factors, institutional factors, and socio-political factors. CONCLUSION Factors that contribute to the improvement of faculty retention encompass various aspects. These include consideration given to the personal and social requirements of faculty members, support provided by the organization along with effective resource management, a fair and transparent organizational structure, and the maintenance of political stability both within the university and the nation.
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Affiliation(s)
- Elaheh Mohammadi
- Health Professions Education Research Center, Educational Development Center, Tehran University of Medical Sciences, Tehran, Iran
| | - Mahla Salajegheh
- Department of Medical Education, Medical education development center, Kerman University of Medical Sciences, Kerman, Iran.
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Koh EYH, Koh KK, Renganathan Y, Krishna L. Role modelling in professional identity formation: a systematic scoping review. BMC MEDICAL EDUCATION 2023; 23:194. [PMID: 36991373 PMCID: PMC10052869 DOI: 10.1186/s12909-023-04144-0] [Citation(s) in RCA: 5] [Impact Index Per Article: 5.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 05/07/2022] [Accepted: 03/08/2023] [Indexed: 06/19/2023]
Abstract
BACKGROUND Role modelling's pivotal part in the nurturing of a physician's professional identity remains poorly understood. To overcome these gaps, this review posits that as part of the mentoring spectrum, role modelling should be considered in tandem with mentoring, supervision, coaching, tutoring and advising. This provides a clinically relevant notion of role modelling whilst its effects upon a physician's thinking, practice and conduct may be visualised using the Ring Theory of Personhood (RToP). METHODS A Systematic Evidence Based Approach guided systematic scoping review was conducted on articles published between 1 January 2000 to 31 December 2021 in the PubMed, Scopus, Cochrane, and ERIC databases. This review focused on the experiences of medical students and physicians in training (learners) given their similar exposure to training environments and practices. RESULTS 12,201 articles were identified, 271 articles were evaluated, and 145 articles were included. Concurrent independent thematic and content analysis revealed five domains: existing theories, definitions, indications, characteristics, and the impact of role modelling upon the four rings of the RToP. This highlights dissonance between the introduced and regnant beliefs and spotlights the influence of the learner's narratives, cognitive base, clinical insight, contextual considerations and belief system on their ability to detect, address and adapt to role modelling experiences. CONCLUSION Role modelling's ability to introduce and integrate beliefs, values and principles into a physician's belief system underscores its effects upon professional identity formation. Yet, these effects depend on contextual, structural, cultural and organisational influences as well as tutor and learner characteristics and the nature of their learner-tutor relationship. The RToP allows appreciation of these variations on the efficacy of role modelling and may help direct personalised and longitudinal support for learners.
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Affiliation(s)
- Eugene Yong Hian Koh
- Singapore Armed Forces, 303 Gombak Drive, Singapore, 669645, Singapore
- Division of Supportive and Palliative Care, National Cancer Centre Singapore, 11 Hospital Dr, Singapore, 169610, Singapore
| | - Kai Kee Koh
- Yong Loo Lin School of Medicine, National University of Singapore, NUHS Tower Block, 1E Kent Ridge Road, Level 11, Singapore, 119228, Singapore
- Division of Supportive and Palliative Care, National Cancer Centre Singapore, 11 Hospital Dr, Singapore, 169610, Singapore
| | - Yaazhini Renganathan
- Yong Loo Lin School of Medicine, National University of Singapore, NUHS Tower Block, 1E Kent Ridge Road, Level 11, Singapore, 119228, Singapore
- Division of Supportive and Palliative Care, National Cancer Centre Singapore, 11 Hospital Dr, Singapore, 169610, Singapore
| | - Lalit Krishna
- Yong Loo Lin School of Medicine, National University of Singapore, NUHS Tower Block, 1E Kent Ridge Road, Level 11, Singapore, 119228, Singapore.
- Division of Supportive and Palliative Care, National Cancer Centre Singapore, 11 Hospital Dr, Singapore, 169610, Singapore.
- Division of Cancer Education, National Cancer Centre Singapore, 11 Hospital Dr, Singapore, 169610, Singapore.
- Lien Centre for Palliative Care, Duke-NUS Medical School, Singapore 8 College Road, Singapore, 169857, Singapore.
- Palliative Care Institute Liverpool, Academic Palliative & End of Life Care Centre, University of Liverpool, Liverpool, UK.
- Cancer Research Centre, University of Liverpool, 200 London Rd, Liverpool, L3 9TA, UK.
- Duke-NUS Medical School, National University of Singapore, College Rd, Singapore, 169857, Singapore.
- Centre of Biomedical Ethics, National University of Singapore, 21 Lower Kent Ridge Rd, Singapore, 119077, Singapore.
- The Palliative Care Centre for Excellence in Research and Education, PalC, PalC c/o Dover Park Hospice, 10 Jalan Tan Tock Seng, Singapore, 308436, Singapore.
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Mohammadi E, Mirzazadeh A, Shahsavari H, Sohrabpour AA. Clinical teachers' perceptions of role modeling: a qualitative study. BMC MEDICAL EDUCATION 2021; 21:261. [PMID: 33957904 PMCID: PMC8101106 DOI: 10.1186/s12909-021-02648-1] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 01/31/2021] [Accepted: 04/05/2021] [Indexed: 06/10/2023]
Abstract
BACKGROUND Role modeling has been significantly considered in medical education in recent decades. In the clinical course, students learn necessary skills and accordingly their professional identity is formed by observing and working among clinical educators. Given the importance of the role modeling in medical education, in the present study, it was attempted to explore the clinical teachers' perceptions of being a role model for medical students using a qualitative method. METHODS A qualitative design, based on the content analysis approach, was used to analyze the perspectives of 15 clinical teachers. Participants were chosen by purposeful sampling. Data were collected using reflection paper writing. RESULTS During the data analysis, five main categories emerged: influencing others, developing different dimensions of student, situational self-awareness, feedback and continuous effort. CONCLUSIONS This study will be useful to form role modeling educational programs. Encouraging clinical teachers to make continuous efforts to improve role modeling and educating time management and self-control skills can help reduce the challenges of role modeling for clinical teachers.
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Affiliation(s)
- Elaheh Mohammadi
- Education Development Center, Tehran University of Medical Sciences, Tehran, Iran
- Health Professions Education Research Center, Tehran University of Medical Sciences, Tehran, Iran
| | - Azim Mirzazadeh
- Health Professions Education Research Center, Tehran University of Medical Sciences, Tehran, Iran
- Department of Medical Education, School of Medicine, Tehran University of Medical Sciences, Tehran, Iran
- Department of Internal Medicine, Tehran University of Medical Sciences, Tehran, Iran
| | - Hooman Shahsavari
- Medical-Surgical Department, School of Nursing and Midwifery, Tehran University of Medical Sciences, Tehran, Iran
| | - Amir Ali Sohrabpour
- Liver and Pancreatobiliary Diseases Research Center, Digestive Disease Research Institute, Tehran University of Medical Sciences, Tehran, Iran.
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Hur Y. Definition of character for medical education based on expert opinions in Korea. JOURNAL OF EDUCATIONAL EVALUATION FOR HEALTH PROFESSIONS 2021; 18:26. [PMID: 34583502 PMCID: PMC8577989 DOI: 10.3352/jeehp.2021.18.26] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 09/21/2021] [Accepted: 09/29/2021] [Indexed: 05/17/2023]
Abstract
PURPOSE This follow-up study focused on 3 overarching questions: what keywords can be extracted from experts’ definitions of character?; what is the operational definition of character for medical students?; and what possible solutions can be suggested to address the issues of character education that were identified in the previous study? METHODS Sixty-three medical education experts recruited through expert sampling and 19 non-medical education experts recruited through snowball sampling answered a questionnaire that addressed the 3 major questions of the study. The responses were analyzed for descriptive statistics with supplementary keyword extraction tools, including the Cortical and Monkey keyword extractors. RESULTS A total of 93 definitional statements were counted, and 138 keyword terms were extracted. The top 5 keyword terms mentioned by the medical education experts were “patient”, “empathy”, “qualities”, “attitude”, and “ability”. These keyword terms were quite different from those mentioned by the non-medical education experts. Based on the extracted keywords, an operational definition of character education by the medical education expert group was presented as follows: the basic qualities and ability to empathize with patients affected by illness based on respect for patients and others. Various methods were proposed to solve the issue of character education, and many of them pointed to curriculum development, such as improvements in teaching and learning methods and evaluation methods, including role modeling. CONCLUSION A clear statement of the concept of character education is the start to resolve issues of character education. Character education improvements will be possible at the institutional level according to the above results.
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Affiliation(s)
- Yera Hur
- Institute of Medical Education, College of Medicine, Hallym University, Chuncheon, Korea
- Corresponding ,
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