A Study of the Relationship Between Nurses' Professional Self-Concept and Professional Ethics in Hospitals Affiliated to Jahrom University of Medical Sciences, Iran

The Relationship Between Compassion Fatigue and Professional Self-Concept in Psychiatric Nurses

The current study examined the relationship between compassion fatigue and professional self-concept in psychiatric nurses. Participants included 156 nurses working in a mental health and disorders hospital in Turkey. Data were collected via a sociodemographics form, the Compassion Fatigue subscale of the Professional Quality of Life Scale, and Professional Self-Concept Scale. Participants exhibited low levels of compassion fatigue and high levels of professional self-concept. A significant negative relationship was found between participants' mean compassion fatigue scores and mean professional satisfaction, professional competence, and professional self-concept scores (p < 0.05). Professional satisfaction, professional competence, and professional self-concept decreased with increasing compassion fatigue. Nurses should be provided emotional support through in-service training and effective communication to prevent burnout. [Journal of Psychosocial Nursing and Mental Health Services, 62(3), 22-28.].

Characteristics of a good nurse as perceived by nurses

BACKGROUND

Nursing is a humanitarian and social field that provides health services. It combines science and art and has a rich history. Despite fundamental changes in the provision of medical services and nursing education, the concept of "good nurse" is still unclear.

PURPOSE

The purpose of this article is to investigate the characteristics of a good nurse from the nurses' perspective.

RESEARCH DESIGN AND METHOD

A qualitative study was applied using conventional content analysis. The participants were 30 nurses that selected with purposive sampling method. Data were collected through unstructured interviews and simultaneously analyzed via the conventional content analysis approach of Graneheim and Lundman.

ETHICAL CONSIDERATIONS

This study was approved by the Research Ethics Committee of Hormozgan University of Medical Sciences, Iran.

FINDINGS

The study revealed that personal characteristics (Adherence to ethical and human principles, Physical health, Attractive appearance, and Ability to communicate properly); and professional characteristics (knowledge - clinical skill - nursing roles) are essential to being a good nurse.

CONCLUSION

Coming to know the distinctive features of a good nurse as perceived by nurses themselves creates an opportunity for nurses to rethink their profession and to reflect on the characteristics of the good nurse.

Factors Related to Professional Self-Concept of Nursing Students and Nurses: A Systematic Review

Background

Some nurses leave their job because of working conditions, which will affect nurse turnover. Patients perceive that those nurses are distrustful, and feel unsatisfied, with patients' complaints about nursing service. This study explored factors about the professional self-concept of nursing students and nurses.

Materials and Methods

A systematic review of cross-sectional studies followed PRISMA guidelines. PubMed, Ovid, Web of Science, and Cumulative Index to Nursing and Allied Health Literature (CINAHL) were used from 1982 to August 2020 with the terms "factors" AND "nurse" AND "professional" AND "self-concept." A total of 19 out of 4,349 articles were used for analysis. Joanna Brings Institute critical appraisal tools for the analytical cross-sectional studies were used in this study, and narrative synthesis was used to analyze data.

Results

Professional self-concept of clinical nurses is influenced by including organizational or job factors, and individual and emotional factors. Job factors consist of organizational support, professional ethic, clinical ladder system, nursing experience, position, and time. Besides, sex, age, marital status, education, health status, healthy lifestyle, and experience were categorized as individual factors. Emotional factors were as follows: interpersonal relationships, spiritual growth, management stress, and self-description. Meanwhile, student nurses are influenced by including personal (degree of study and sex), emotions (emotional intelligence, and interest in the nursing profession), and external factors (nursing courses, peer-mentoring experience, and academic burnout).

Conclusions

Thus, individual factors and emotions have a vital role in constructing clinical nurses' professional self-concept as student nurses. Improving individual and emotional/personal aspects will positively increase professional self-concept.

The effect of professional portfolio learning on nursing students' professional self-concepts in geriatric adult internship: a- quasi-experimental study

BACKGROUND

Professional self-concept is one of the important outcomes of nursing professionalism. There is a lack of adequately planned curriculum may limit nursing students' practical knowledge, skills and professional self-concept in providing comprehensive geriatric-adult care and promoting nursing professionalism. Professional portfolio learning strategy has allowed nursing students to continue professional development and enhance nursing professionalism in professional clinical practice. However, there is little empirical evidence in nursing education to support the use of professional portfolios in blended learning modality among internship nursing students. Therefore, this study aims to examine the effect of the blended professional portfolio learning on professional self-concept among undergraduate nursing students during Geriatric-Adult internship.

METHODS

A quasi-experimental study two-group pre-test post-test design. A total of 153 eligible senior undergraduate students completed the study (76 in the intervention group and 77 in the control group). They were recruited from two Bachelor of Sciences in Nursing (BSN) cohorts from nursing schools at Mashhad University of Medical Sciences (MUMS), in Iran, in January 2020. Randomization was undertaken at the level of school via a simple lottery method. The intervention group received the professional portfolio learning program as a holistic blended learning modality, though the control group received conventional learning during professional clinical practice. A demographic questionnaire and the Nurse Professional Self-concept questionnaire were used for data collection.

RESULTS

The findings imply the effectiveness of the blended PPL program. Results of Generalized Estimating Equation (GEE) analysis was indicated significantly improved professional self-concept development and its dimensions (self-esteem, caring, staff relation, communication, knowledge, leadership) with high effect size. The results of the between-group comparison for professional self-concept and its dimensions at different time points (pre, post and follow up test) showed a significant difference between groups at post-test and follow up test (p < 0.05),while at pre-test there was no important dissimilarity between two groups (p > 0.05).The results of within-group comparison for both control and intervention showed that there were significant differences in professional self-concept and for all its dimensions across the time from pre-test to post-test and follow-up (p < 0.05), and also from post-test to follow-up it was significant (p < 0.05) for both groups.

CONCLUSION

This professional portfolio learning program demonstrates as an innovative and holistic blended teaching-learning approach to improve professional self-concept during professional clinical practice among undergraduate nursing students. It appears that the use of a blended designed of professional portfolio can promote a link between theory and the advancement of geriatric adult nursing internship practice. The data obtained from the present study can be useful for nursing education to evaluate and redesign a curriculum for development of nursing professionalism as a quality improvement process and groundwork to develop new models of teaching-learning and assessment.

Examination of evidence-based nursing attitudes and the relationship with professional self-concept in nurses working in a psychiatric hospital

PURPOSE

The study was carried out with nurses working in a psychiatric clinic to examine their attitudes toward evidence-based practices and levels of professional self-concept.

DESIGN AND METHODS

This study was carried out using a descriptive and correlational search design. We used a Personal Information Form developed by the authors and Evidence-Based Nursing Attitude Scale (EBNAS) and Professional Self-Concept Scale for Clinical Nurses (PSCSCN) to obtain data. Percentages and averages, and the Pearson correlation coefficient was used for data analysis.

FINDINGS

The mean scores of the total and subdimensions of EBNAS and PSCSCN were high for the participating nurses. A positive relationship was found between EBNAS and PSCSCN.

PRACTICE IMPLICATIONS

The positive attitude of the nurses toward evidence-based nursing is related to their high professional self-concept.

“I Internalize Islamic Values”: Bachelor Nursing Students’ Perception and Experience of Professional Identity in Indonesia

BACKGROUND: Professional identity is the primary goal of nursing education institutions that shaped professional nurse’s identity. However, final-year bachelor nursing students’ perception and experience of professional identity remain limited to explore. AIM: This study aims to analyze final-year bachelor nursing students’ perception and experience toward professional identity in Indonesia. METHODS: A descriptive qualitative study with a drawing exercise was conducted with a convenience sample of final-year bachelor nursing students to explore how they viewed the nursing profession. Thirteen nursing students were recruited from four academic hospitals of Universitas Muhammadiyah Yogyakarta. Data were analyzed thematically using Colaizzi methods and NVivo 12 Plus. RESULTS: The analysis showed five themes identified, namely, “Islamic nurse is my identity,” “I follow Islamic sharia,” “I internalize Islamic values,” “I practice professional roles,” and “I obey professional regulation.” CONCLUSION: Nursing students perceived the identity of Islamic nurses into their identity. Developing a strong professional identity is essential for the students to enhance a sense of belonging and career choice in the nursing profession.

Explaining the Relationship between Moral Intelligence and Professional Self-Concept with the Competency of Nursing students in Providing Spiritual Care to Promote Nursing Education

BACKGROUND AND AIM

Several factors are involved in obtaining the competence of providing spiritual care in nursing students. The purpose of this study was to explain the relationship between moral intelligence and the professional self-concept with the competency of the nursing students in providing spiritual care to promote nursing education.

MATERIALS AND METHODS

The present study was descriptive-analytics and the participants were the 7^th and 8^th semester nursing students of the processing district 6 of the medical sciences universities. The data were collected using questionnaires "Nursing student competencies for providing spiritual care," "Nursing professional self-concept" and "Moral intelligence" questionnaire and analysed using correlation and regression tests.

RESULTS

The results showed that there is a significant relationship between the moral intelligence and the students competency in providing spiritual care (r = 0.24, P < 0.001), while this relationship was not significant for the professional self-concept (r = 0.045). Furthermore, based on the results of multiple regression analysis, the moral intelligence (B = 0.28, P = 0.001), gender (B = -4.23, P = 0.048), place of living (B = 10.59, P = 0.046), and adherence to religion (B = -11.82, P = 0.002) were the predictors of students' competency in providing the spiritual care.

CONCLUSION

According to the results of this study, it is suggested that by applying strategies to strengthen the moral intelligence of the students, such as holding-related workshops as well as reinforcing religiosity, the student's competency in providing the spiritual care to the patients is reinforced.

A Phenomenological Investigation of the Interplay Among Professional Worth Appraisal, Self-Esteem and Self-Perception in Nurses: The Revelation of an Internal and External Criteria System

Nurses’ professional self-concept is strongly associated with professional worth appraisal, which encompasses their feelings and perceptions regarding their task efficacy and value of input to clinical outcomes. Professional self-concept and professional worth appraisal are incorporated in one’s overall professional role perception. Data show that the way nurses think and feel about themselves personally and professionally, is associated with their well-being, the quality of provided patient care, their job satisfaction and retention. Although researchers indicate that professional self-concept is a different entity from personal self-concept, however, a clear differentiation and possible interaction between these constructs has not been yet adequately described in nursing literature. Personal self-concept mirrors the way people interpret them-selves, incorporating their self-awareness and personal effectiveness. Following purposeful sampling and informed consent, a phenomenological approach based on Munhall’s methodology was employed to explore the living experience of professional role perception in 16 critical and emergency nurses, with special focus on their perceptions and feelings about personal and professional-role worth appraisal. Data and theoretical saturation criteria were implemented, along with all nine Munhall’s criteria for the rigor and trustworthiness of phenomenological studies. The participants’ narratives suggested a possible interaction between professional attitude and personality traits, illuminating as the core theme an interplay among self-perception, personal and professional worth appraisal process. Additionally, the present study emphasized the way self-evaluation criteria system may be associated with the personal and professional self-concept in nurses. In particular, it was highlighted that the way nurses think and feel about themselves is associated with the way they experience their professional role and vice versa, and that professional role-based self-concept and professional worth perception can be linked with their well-being. Furthermore, positive feelings about the self and personal competencies seemed to enhance the perception of effectiveness in clinical settings and adequacy of professional skills, resulting in empowered professional identity and vice versa. Overall, the present findings are discussed in relation to nurses’ experience of work-related stressors and relevant interventions. Further exploration of the effectiveness of interventions for facilitating adaptive personal and professional self-appraisal are suggested.

RELAÇÕES ENTRE AUTOCONCEITO PROFISSIONAL E PRODUTIVISMO NA PÓS-GRADUAÇÃO

RESUMO As pesquisas que abordam a atividade docente, sobretudo no contexto da pós-graduação, têm acumulado considerável aparato denunciativo acerca da intensificação do trabalho docente, no qual o produtivismo impera. Nesse âmbito, o presente estudo tem como objetivo compreender efeitos do produtivismo sobre o trabalho docente e seus reflexos na estruturação do autoconceito profissional, tendo em vista os aspectos disfuncionais derivados da racionalidade econômica. O estudo de abordagem qualitativa ocorreu por meio de entrevistas em profundidade feitas com a participação de seis docentes pertencentes a programas de pós-graduação distintos. A análise dos resultados ocorreu por meio da elaboração de categorias que emergiram a partir dos relatos coletados. Foi possível verificar a naturalização da sobrecarga de trabalho; a distorção valorativa da atividade de pesquisa em relação às atividades de ensino e extensão; deturpações do autoconceito profissional relacionadas à percepção dissociada entre ensino e pesquisa; além da realização profissional atribuída à figura do aluno.