Cargando…

Professionalism experiences of undergraduate learner nurses during their 4-year training programme at a Higher Education Institution in the Western Cape, South Africa

BACKGROUND: Professional socialisation of student nurses needs to be integrated into the formal teaching and learning during the nursing programme. Embedded in the training programme are professional values that are used synonymously with nursing professionalism. Professionalism is the conduct, qual...

Descripción completa

Detalles Bibliográficos
Autores principales: Bimray, Portia, Jooste, Karien, Julie, Hester
Formato: Online Artículo Texto
Lenguaje:English
Publicado: AOSIS 2019
Materias:
Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6852339/
https://www.ncbi.nlm.nih.gov/pubmed/31714133
http://dx.doi.org/10.4102/curationis.v42i1.2030
_version_ 1783469811377897472
author Bimray, Portia
Jooste, Karien
Julie, Hester
author_facet Bimray, Portia
Jooste, Karien
Julie, Hester
author_sort Bimray, Portia
collection PubMed
description BACKGROUND: Professional socialisation of student nurses needs to be integrated into the formal teaching and learning during the nursing programme. Embedded in the training programme are professional values that are used synonymously with nursing professionalism. Professionalism is the conduct, qualities, values, vision, mission and/or goals that characterise a profession, and describes behaviours that are expected within the profession’s members. However, one’s values are shaped by one’s experiences, influence one’s behaviour and interactions with others, and are manifested in many aspects of professional behaviour. New nurses to the profession are expected to display behaviours of professionalism, thus requiring nurse training schools to help students internalise these behaviours. Nurse educators therefore carry a responsibility to shape future nurses’ growth towards professionalism. OBJECTIVES: This article reports on the experiences of undergraduate student nurses regarding nursing professionalism during their 4-year training programme at a Higher Education Institution in the Western Cape, South Africa. METHOD: A qualitative, exploratory and descriptive design was applied. Eight focus group discussions were conducted with first- to fourth-year student nurses registered for the undergraduate nursing programme. Data were transcribed verbatim and analysed using open coding. Ethical principles and trustworthiness were maintained throughout the study. RESULTS: Six main themes indicated that undergraduate student nurses experienced issues with role modelling, language barriers, their own understanding of professional behaviour, reasons for students and practitioners’ unprofessional behaviour, prejudice towards degree students and students’ professional or unprofessional behaviour experienced as contributing to the image of the profession. CONCLUSION: Student nurses received mixed messages leading to emotional turbulence. They needed clear guidance from role models to demonstrate how to behave professionally.
format Online
Article
Text
id pubmed-6852339
institution National Center for Biotechnology Information
language English
publishDate 2019
publisher AOSIS
record_format MEDLINE/PubMed
spelling pubmed-68523392019-11-19 Professionalism experiences of undergraduate learner nurses during their 4-year training programme at a Higher Education Institution in the Western Cape, South Africa Bimray, Portia Jooste, Karien Julie, Hester Curationis Original Research BACKGROUND: Professional socialisation of student nurses needs to be integrated into the formal teaching and learning during the nursing programme. Embedded in the training programme are professional values that are used synonymously with nursing professionalism. Professionalism is the conduct, qualities, values, vision, mission and/or goals that characterise a profession, and describes behaviours that are expected within the profession’s members. However, one’s values are shaped by one’s experiences, influence one’s behaviour and interactions with others, and are manifested in many aspects of professional behaviour. New nurses to the profession are expected to display behaviours of professionalism, thus requiring nurse training schools to help students internalise these behaviours. Nurse educators therefore carry a responsibility to shape future nurses’ growth towards professionalism. OBJECTIVES: This article reports on the experiences of undergraduate student nurses regarding nursing professionalism during their 4-year training programme at a Higher Education Institution in the Western Cape, South Africa. METHOD: A qualitative, exploratory and descriptive design was applied. Eight focus group discussions were conducted with first- to fourth-year student nurses registered for the undergraduate nursing programme. Data were transcribed verbatim and analysed using open coding. Ethical principles and trustworthiness were maintained throughout the study. RESULTS: Six main themes indicated that undergraduate student nurses experienced issues with role modelling, language barriers, their own understanding of professional behaviour, reasons for students and practitioners’ unprofessional behaviour, prejudice towards degree students and students’ professional or unprofessional behaviour experienced as contributing to the image of the profession. CONCLUSION: Student nurses received mixed messages leading to emotional turbulence. They needed clear guidance from role models to demonstrate how to behave professionally. AOSIS 2019-10-28 /pmc/articles/PMC6852339/ /pubmed/31714133 http://dx.doi.org/10.4102/curationis.v42i1.2030 Text en © 2019. The Authors https://creativecommons.org/licenses/by/4.0/ Licensee: AOSIS. This work is licensed under the Creative Commons Attribution License.
spellingShingle Original Research
Bimray, Portia
Jooste, Karien
Julie, Hester
Professionalism experiences of undergraduate learner nurses during their 4-year training programme at a Higher Education Institution in the Western Cape, South Africa
title Professionalism experiences of undergraduate learner nurses during their 4-year training programme at a Higher Education Institution in the Western Cape, South Africa
title_full Professionalism experiences of undergraduate learner nurses during their 4-year training programme at a Higher Education Institution in the Western Cape, South Africa
title_fullStr Professionalism experiences of undergraduate learner nurses during their 4-year training programme at a Higher Education Institution in the Western Cape, South Africa
title_full_unstemmed Professionalism experiences of undergraduate learner nurses during their 4-year training programme at a Higher Education Institution in the Western Cape, South Africa
title_short Professionalism experiences of undergraduate learner nurses during their 4-year training programme at a Higher Education Institution in the Western Cape, South Africa
title_sort professionalism experiences of undergraduate learner nurses during their 4-year training programme at a higher education institution in the western cape, south africa
topic Original Research
url https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6852339/
https://www.ncbi.nlm.nih.gov/pubmed/31714133
http://dx.doi.org/10.4102/curationis.v42i1.2030
work_keys_str_mv AT bimrayportia professionalismexperiencesofundergraduatelearnernursesduringtheir4yeartrainingprogrammeatahighereducationinstitutioninthewesterncapesouthafrica
AT joostekarien professionalismexperiencesofundergraduatelearnernursesduringtheir4yeartrainingprogrammeatahighereducationinstitutioninthewesterncapesouthafrica
AT juliehester professionalismexperiencesofundergraduatelearnernursesduringtheir4yeartrainingprogrammeatahighereducationinstitutioninthewesterncapesouthafrica