1 / 12

Perceptions of Professionalism: Exploration of Nursing Students & Faculty

Perceptions of Professionalism: Exploration of Nursing Students & Faculty. Noori Akhtar-Danesh Andrea Baumann Janet Landeen Yvonne Lawlor Ruth Lee Camille Kolotylo Catherine Tompkins. Nursing Professionalism.

elin
Télécharger la présentation

Perceptions of Professionalism: Exploration of Nursing Students & Faculty

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Perceptions of Professionalism: Exploration of Nursing Students & Faculty Noori Akhtar-Danesh Andrea Baumann Janet Landeen Yvonne Lawlor Ruth Lee Camille Kolotylo Catherine Tompkins

  2. Nursing Professionalism • Health care professions struggle with the notion of professionalism: defining it, encouraging its development, and ensuring novices acquire adequate knowledge of the generally accepted mores of the profession. • It is more critical for health professions due to the changing nature of work and generational differences. Nursing Professionalism, Nov. 9, 2009

  3. Nursing Professionalism • These differences often lead to misunderstandings and unrealistic and less clear expectations. • The RNAO Guideline identified several characteristics of professionalism including knowledge, intellectual & individual responsibility, and well-developed group consciousness. Nursing Professionalism, Nov. 9, 2009

  4. Nursing Professionalism • The limited research in this area focused on specific aspects of professionalism, such as autonomy and advocacy. • Objectives: In this pilot study, perceptions of professionalism held by nursing students and faculty are explored. Nursing Professionalism, Nov. 9, 2009

  5. The Major Research Proposal • Findings of this project will inform the preparation of a larger research proposal with two major objectives: • to suggest approaches to enhance nursing professionalism and • to develop a toolkit to be used by healthcare educators for the assessment and enhancement of professionalism. Nursing Professionalism, Nov. 9, 2009

  6. The Major Research Proposal • The major research proposal will be submitted to one of the agencies such as SSHRC, Canadian Health Services Research Foundation (CHSRF), Ministry of Health and Long Term Care (MOHLTC), or Canadian Council on Learning. Nursing Professionalism, Nov. 9, 2009

  7. Methods: Q-methodology • Q-methodology is used to study human perceptions, interpersonal relationships, unique viewpoints, and commonly shared views. • It will be used to explore the participants perceptions of, barriers to, and factors that facilitate professionalism in nursing. • A Q-methodology study is usually consisted of two phases; 1) Instrument development and 2) Data collection and analysis. Nursing Professionalism, Nov. 9, 2009

  8. Phase 1:Instrument Development • Identification of statements (Concourse): Statements about nursing professionalism will be identified in two ways: • twenty nursing students and 10 faculty are (were) interviewed (in focus groups) and each person is (was) asked to provide about five statements on the definition, barriers, and facilitators of nursing professionalism. • additional statements are (were) collected from literature. Nursing Professionalism, Nov. 9, 2009

  9. Phase 1: Instrument Development • Q-sample: The collected statements are reviewed for similarities and differences. Repetitive responses are discarded. Disagreements are resolved through consensus. The final statements are numbered randomly and typed onto separate cards. • The data collection instrument (Q-sort table), is developed with as many cells as the Q-sample statements. • Piloting the instrument. A convenience sample of five nursing students and faculty are asked to complete the Q-sort and provide feedback. Nursing Professionalism, Nov. 9, 2009

  10. Phase 1: Instrument Development Nursing Professionalism, Nov. 9, 2009

  11. Phase 2: Data Collection & Analysis • Thirty nursing students and 30 faculty will be asked to rank order the statements using the Q-sort table and to complete a demographic data form. • Data Analysis: data will be analyzed using PQMethod-2.11 to identify groups based on their Q-sort similarities. • Then, each identified factor is interpreted based on the statements that are specific to that factor (distinguishing statements). Nursing Professionalism, Nov. 9, 2009

  12. Timeline • May 2009 - March 2010 (We have funding for May- December 2009, this application is to cover the expenses for January 2010- March 2010). Nursing Professionalism, Nov. 9, 2009

More Related