A Survey of Correlation between Professional Identity and Clinical Competency of Psychiatric Nurses

Mohtashami, Jamileh; Rahnama, Hanieh; Farzinfard, F.; Talebi, Atefeh; Atashzadeh‐Shoorideh, Foroozan; Ghalenoee, Mahdie

doi:10.4236/ojn.2015.59080

Cited by 17 publications

(19 citation statements)

References 6 publications

(7 reference statements)

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“…The results of the present study revealed that professional identity of nurse managers was low before implementation of coaching. In contrary to the study results a study conducted by Mohtashami [35] about professional identity and clinical competencies of psychiatric nurses revealed that the highest percentage of bachelor degree nurses had professional identity at good and very good levels as compared to very small percentage that reported professional identity at weak level. Also, the study results are not in agreement with that of Borjeni [36] who studied attitudes of nursing graduates between 1995 and 2005 regarding their profession and concluded that the highest percentage of the studied nurses had positive attitudes.…”

Section: Discussioncontrasting

confidence: 97%

“…In the same line, a study conducted by Hassan [16] about professional identity and turnover intention among staff nurses illustrated that there were statistically significant positive correlations between total professional identity and nurses' age and years of experience. On contrary, the results of the study conducted by Mohtashami [35] about correlation between professional identity and clinical competency of psychiatric nurses reported that none of the demographical variables had significant relationship with professional identity.…”

Section: Discussionmentioning

confidence: 85%

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Clinical supervision coaching program for head nurses and its relation to their professional identity

Safan

Allah

Nassar

2020

CNS

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Background: While formal education and training establish the basis for new leadership roles, coaching helps the nurse manager to put this training into use.Aim: To explore the effect of clinical supervision coaching program in relation to head nurses’ professional identity.Methods: Quasi-experimental research design was employed in conducting the study. This study was conducted at Menoufia University Hospitals, Egypt. A group of (41) head nurses and a group of (205) staff nurses were selected for this study. Three tools were used; Knowledge questionnaire about clinical supervision, clinical supervision effectiveness scale and professional identity questionnaire.Results: The majority of the studied head nurses had inadequate levels of knowledge (95.1%) and clinical supervision effectiveness (65.9%) at the pre coaching phase and had significantly improved in the post and follow up phases. Professional identity was also low (80.5%) at the pre coaching phase and had significantly improved after coaching.Conclusions: There was a positive correlation between the head nurse’s clinical supervision knowledge and effectiveness and their professional identity at all study phases. Coaching was effective in improving clinical supervision and professional identity.Implications: It is recommended that coaching be used to support head nurses in a wide range of situations: orientation as a new nurse manager, support during role transitions, during new initiatives and during changing responsibilities as well as for ongoing development and succession planning that maximize their professional capabilities.

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Section: Discussioncontrasting

confidence: 97%

Section: Discussionmentioning

confidence: 85%

Clinical supervision coaching program for head nurses and its relation to their professional identity

Safan

Allah

Nassar

2020

CNS

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“…In line with the current study, Safadi et al 39 conducted a cross-sectional study to reviews competencies of nursing graduates in universities in Jordan. The results were rated as satisfactory clinical competence in line with this research Mohtashami et al 40 in the article appearing with the aim of determining the relationship between professional competence and professional identity, concluded that there is a positive correlation between professional competencies and professional identity.…”

Section: Discussionsupporting

confidence: 63%

Effectiveness of implementation of “mental health nursing students’ clinical competency model” on academic performance of nursing students

et al. 2018

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Clinical nursing competence in mental health is one of the most Background: important topics in theoretical and practical nursing training with many factors affecting it. The purpose of this study is to determine the impact of the implementation of the "mental health nursing students' clinical competence model" on nursing students' academic performance.: This study is a semi experimental following one group of student Methods nurses. "mental health nursing students' clinical competence model" for undergraduate nursing student's education was applied. The study population included 50 nursing students, who were studying from fifth semester to seventh semester and selected through census sampling. During the seventh semester after the completion of theoretical and practical courses in mental health nursing, re-evaluation was conducted and the scores before and after the implementation of the clinical competence model were compared.Rate of clinical competency before the intervention, was estimated at Results: the level of non-mastered; and after intervention was at the level of mastered, demonstrating a significant difference (p<0.001). Areas of clinical competency scores before and after the intervention were compared which showed significant difference in all the areas except the mental competency areas (p<0.05).The implementation of the "mental health nursing students' Conclusions: clinical competence model" and appropriate planning for achievement of mental health nursing specialized competency can ensure the achievement of clinical competency by nursing students.

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“…In this case in the process of empirical investigation professional competencies and professional identity are taken as separate variables and the existence of correlation between them is being surmised. J. Mohtashami, H. Rahnama, F. Farzinfard, A. Talebi, F. Atashzadeh-Shoorideh, M. Ghalenoee in the research in which nurses in a medical centre were respondents have found that there is a positive correlation between a set of professional competencies and professional identity [11]. Nevertheless such studies do not answer the question which of the investigated phenomenon depends on which.…”

Section: Results and Their Brief Considerationsmentioning

confidence: 99%

Dependence of Learning Activity When Mastering Competencies at Level of Professional Identity Development

Alexander¹,

Shutova²,

Bulanova³

2018

SHS Web Conf.

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The relation between the levels of professional identity and competencies being mastered in the learning process in high school is disputable. Empirical evidence shows the influence of the levels of the professional identity on the process of mastering competencies needed for the chosen profession. The results of the empirical research are of practical value. They can help to improve educational technologies that are used in high school. A set of educational technologies should reflect the efforts to achieve the levels of the professional identity suitable for change of the positive attitude to competencies being mastered. Interactive and the heuristic technologies are typical examples.

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A Survey of Correlation between Professional Identity and Clinical Competency of Psychiatric Nurses

Cited by 17 publications

References 6 publications

Clinical supervision coaching program for head nurses and its relation to their professional identity

Clinical supervision coaching program for head nurses and its relation to their professional identity

Effectiveness of implementation of “mental health nursing students’ clinical competency model” on academic performance of nursing students

Dependence of Learning Activity When Mastering Competencies at Level of Professional Identity Development

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