Professionalism and associated factors among nurses working in Hawassa city public hospital, Sidama, Ethiopia

Background

The foundation of the global healthcare system is nurses, and professionalism in nursing is a basic idea that helps patients, organizations, and people. Studies that have been published in Ethiopia, though, are limited, out-of-date, and poorly documented, especially when it comes to the study setting. Because of this, this study aimed to close a knowledge gap on the level of professionalism in public hospitals in Sidama, Ethiopia.

Objective

This study aimed to assess professionalism and associated factors among nurses working in Hawassa city public hospitals, Hawassa, Ethiopia.

Methods

An institutional-based cross-sectional study was conducted among nurses working in Hawassa city public hospital from June to July 2022. A computer-generated simple random sampling technique was used to select 413 study participants. The level of professionalism was assessed through a self-administered questionnaire, using the guidelines of the Registered Nurses Association of Ontario. All the loaded data using Epi-data version 4.6 were exported to a statistical package for social science. An ordinal logistic regression analysis was used to identify the associations between the outcome and predictor variables. The statistical significance of the factors influencing the outcome variable was declared in multivariate logistic regression analysis using an adjusted odds ratio at a 95% confidence interval with a p-value <0.05.

Results

A total of 405 nurses participated in the study, with a response rate of 98%. Of the total participants, more than half were females (55.3%). The level of professionalism was found to a moderate level. There was a strong link between completing their degree in a governmental institution, being part of a professional organization, serving for several years, and having a BSc or above qualification with a moderate level of professionalism.

Conclusion

We found a moderate level of professionalism among nurses working in the study setting. This suggests that the Regional Health Bureau should collaborate with other responsible bodies to develop various opportunities for nursing staff to increase their professionalism. The minister of health should be focused on private college nurses, nurses lacking the association, and the qualification of the profession.

E-portfolio as an effective tool for improvement of practitioner nurses' clinical competence

BACKGROUND

Clinical competence is essential for providing effective patient care. Clinical Governance (CG) is a framework for learning and assessing clinical competence. A portfolio is a work-placed-based tool for monitoring and reflecting on clinical practice. This study aimed to investigate the effect of using an e-portfolio on the practitioner nurses' competence improvement through the CG framework.

METHODS

This was a quasi-experimental study with 30 nurses in each intervention and control group. After taking the pretests of knowledge and performance, the participants attended the in-person classes and received the educational materials around CG standards for four weeks. In addition, nurses in the intervention group received the links to their e-portfolios individually and filled them out. They reflected on their clinical practice and received feedback. Finally, nurses in both groups were taken the post-tests.

RESULTS

Comparing the pre-and post-test scores in each group indicated a significant increase in knowledge and performance scores. The post-test scores for knowledge and performance were significantly higher in the intervention group than in the control one, except for the initial patient assessment.

CONCLUSION

This study showed that the e-portfolio is an effective tool for the improvement of the nurses' awareness and performance in CG standards. Since the CG standards are closely related to clinical competencies, it is concluded that using portfolios effectively improves clinical competence in practitioner nurses.

Umbrella review: Impact of registered nurses' continuing professional education informed by contemporary reviews of literature

This paper aims to explore and classify studies of the impact and effectiveness of continuing professional education for registered nurses, using existing reviews of literature. Four healthcare databases were searched for publications from 2010 to July 2019 and electronic keywords searches were conducted. Umbrella review methodology was applied and Kirkpatrick's Four-Level Model of training evaluation was used to synthesise results and explicate the levels of educational impact. Of 16 included reviews, 13 were of simulation-based education activities. Three reviews of experimental studies demonstrated strong positive evidence of education impact on nurses' learning. Objective evidence of transfer of knowledge and skills into practice included improved interprofessional team performance and less time taken to complete clinical tasks. Reports of practice improvements and intention to change practice provided further evidence of impact. A small number of individual studies measured impact on service delivery, reporting positive and neutral results. We conclude that nurses learn and newly acquired knowledge and skills are often transferred into practice. Collection of robust evaluative data after completion of education is limited by practical considerations such as access to learners, resources and time constraints. Further studies of translational impact are needed, specifically, of the impact on patient care.

Using ANCC Certification Renewal Criteria as a Roadmap for Career Development and Lifelong Learning

Nursing continuing professional development (NCPD) requires strategic planning and a lifelong commitment. Advanced practice registered nurses (APRNs) not only engage in specific NCPD to meet regulatory and certification requirements, but also to expand their professional practice in other areas such as leadership and education. Collaboration between APRNs and nursing professional development (NPD) practitioners provides an opportunity for NCPD to be tailored to the specific needs of APRN students and practicing APRNs. [J Contin Educ Nurs. 2020;51(10):444-446.].