|کد مقاله||کد نشریه||سال انتشار||مقاله انگلیسی||ترجمه فارسی||نسخه تمام متن|
|368003||621555||2016||5 صفحه PDF||سفارش دهید||دانلود رایگان|
• The development of professionalism is a key aspect of nurse education.
• Nursing students were asked about their experiences of role modelling.
• Interviews were analysed using interpretative phenomenological analysis.
• Clinical nurse mentors should be mindful of their role in shaping the practices of future workforce.
• Managers should lead by example.
SummaryPatients’ expectations of being cared for by a nurse who is caring, competent, and professional are particularly pertinent in current health and social care practice. The current drive for NHS values-based recruitment serves to strengthen this. How nursing students’ development of professionalism is shaped is not fully known, though it is acknowledged that their practice experience strongly shapes behaviour.This study (in 2013–14) explored twelve adult nursing students’ lived experiences of role modelling through an interpretive phenomenological analysis approach, aiming to understand the impact on their development as professional practitioners.Clinical nurses influenced student development consistently. Some students reported that their experiences allowed them to learn how not to behave in practice; a productive learning experience despite content. Students also felt senior staff influence on their development to be strong, citing ‘leading by example.’ The impact of patients on student professional development was also a key finding.Through analysing information gained, identifying and educating practice-based mentors who are ready, willing, and able to role model professional attributes appear crucial to developing professionalism in nursing students. Those involved in nurse education, whether service providers or universities, may wish to acknowledge the influence of clinical nurse behaviour observed by students both independent of and in direct relation to care delivery and the impact on student nurse professional development. A corollary relates to how students should be guided and briefed/debriefed to work with a staff to ensure their exposure to a variety of practice behaviours.
Journal: Nurse Education Today - Volume 37, February 2016, Pages 66–70