Nursing’s orphans: How the system of nursing education in Australia is undermining professional identity

Madsen, Wendy; McAllister, Margaret; Godden, Judith; Greenhill, Jennene; Reed, Rachel

doi:10.5172/conu.32.1-2.9

Cited by 28 publications

(14 citation statements)

References 19 publications

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“…A weak social identity has been associated with a poor capacity for coping when under duress: a recent study found that junior doctors’ lower levels of self‐reported professional identity were significantly related to their higher levels of personal, patient‐related and work‐related burnout scores (and vice versa) 14 . Other implications of a weak professional identity include retention and teamwork problems 15 . Alternatively, the development of a strong positive professional identity can be beneficial to health care practice (eg, ethical decision making), and health care professionals’ career choice, wellbeing and life satisfaction 14 .…”

mentioning

confidence: 99%

Who are you and who do you want to be? Key considerations in developing professional identities in medicine

Rees

Monrouxe

2018

Medical Journal of Australia

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confidence: 99%

Who are you and who do you want to be? Key considerations in developing professional identities in medicine

Rees

Monrouxe

2018

Medical Journal of Australia

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“…These nurses are/were productive, long-standing members of an Australian nursing community and each made significant contributions over the history of their career with most of them still practicing. Sharing their successes is important for building a cultural heritage (Madsen, McAllister, Godden, Greenhill, and Reed, 2009). These nurse leaders also convey a strong value system that seems inherent in effective leadership.…”

Section: Discussionmentioning

confidence: 98%

“…Mental health nursing, like nursing generally within Australia, seems largely unaware of its history; the events and practices that shaped its nuances and common sense beliefs (Madsen, McAllister, Godden, Greenhill, & Reed, 2009;. Without clarifying these aspects of our unique culture, we risk losing the struggle for purpose and autonomous identity, and consign for future generations of MHNs a subordinate, if not superfluous, role.…”

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confidence: 93%

Authenticity, Creativity and a Love of the Job: Experiences of Grassroots Leaders of Mental Health Nursing in Queensland

McAllister

Happell

Bradshaw

2013

Issues in Mental Health Nursing

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The strength of mental health nursing and its potential contribution to improved consumer outcomes depends upon strong and clearly articulated leadership. However, studies of leadership have tended to focus on nurses holding senior positions rather than exploring the leadership embedded in clinical work. A qualitative exploratory study was undertaken with identified mental health nurse leaders in one Australian state, in order to explore their experiences and what they found to be most meaningful in their work. This article reports the findings from this study. The data was analysed thematically to yield insights significant to mental health nursing and identity. The findings suggest these leaders find intrinsic rewards in the role; aspire to making authentic connections with consumers; appreciate the position of trust that they hold in bearing witness to individuals' distress; and use creative means to solve problems and achieve therapeutic outcomes. Sharing these themes builds knowledge on values that are embedded in mental health nursing practice and offers scope for integrating leadership attributes into the education, supervision and development of all mental health nurses. These findings also reveal the complexity of mental health nursing as a profession and the difficulties that might be encountered in attempts to define it in terms of its component tasks and functions.

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“…"I do think that those of us that have been bitten by the scholarship bug -once you find out how interesting it is you find the time" (B:2). In these respects there was a developing recognition of one's identity as a scholar, adding to a sense of empowerment (Madsen, McAllister, Godden, Greenhill, & Reid, 2009) in their everday practice.…”

Section: Recognition Of Self As Scholarmentioning

confidence: 99%

Fostering Scholarship Capacity: The Experience of Nurse Educators

Cash

Tate

2012

cjsotl-rcacea

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In a milieu where traditional views of scholarship are embedded in the culture of educational institutions, and nursing programs in particular, this paper reports on a research project designed to support nurse educators’ capacity to engage in scholarly activities. Rogers’ (2003, 2004) “Diffusion of Innovation” model provided a theoretical vantage point from which to consider the ways scholarly inquiry in and across the nursing programs could be promoted. The project was evaluated between 2004 and 2007 using both quantitative and qualitative methods. In this paper we highlight some of the meanings emerging from the qualitative information collected because this data best illustrates Rogers’ (2003) model. Although significant progress was made towards building scholarship capacity with nursing faculty there remains ongoing work to be undertaken. Continuing to support a broader view of scholarship and intentional scholarship capacity building, particularly the scholarship of teaching and learning is becoming increasingly difficult given existing cultural and structural contradictions such as traditional ideologies associated with research; the competitiveness associated with the valuing of individual research; lack of infrastructure supports; and time for research in contexts where there are decreasing numbers of faculty. The authors think it is important to pay attention to this feedback as advances in scholarship of teaching and learning may be at risk.Le présent article traite d’un projet de recherche visant à soutenir la capacité des enseignants en sciences infirmières à entreprendre des activités scientifiques dans un milieu où la vision traditionnelle de l’avancement des connaissances en enseignement et en apprentissage est enchâssée dans la culture des institutions d’enseignement, et en particulier, dans les programmes de sciences infirmières. Le modèle de « diffusion de l’innovation » de Rogers (2003, 2004) a fourni un point de vue théorique à partir duquel il est possible de réfléchir à la façon de promouvoir la recherche en pédagogie de l’enseignement supérieur dans les programmes de sciences infirmières. Le projet a fait l’objet d’une évaluation qualitative et quantitative entre 2004 et 2007. Dans cet article, nous soulignons certaines interprétations qui émergent des données qualitatives recueillies parce qu’elles illustrent le mieux le modèle de Rogers (2003). Même si d’importants progrès ont été effectués en matière de renforcement des capacités relatives à l’avancement des connaissances en pédagogie chez les enseignants en sciences infirmières, il reste encore du travail à faire. Il est de plus en plus difficile de continuer à appuyer une vision plus large de l’avancement des connaissances et du renforcement intentionnel des capacités en la matière, surtout de l’avancement des connaissances en enseignement et en apprentissage, étant donné les contradictions culturelles et structurelles existantes. À titre d’exemples, mentionnons les idéologies traditionnelles associées à la recherche, la compétitivit...

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Nursing’s orphans: How the system of nursing education in Australia is undermining professional identity

Cited by 28 publications

References 19 publications

Who are you and who do you want to be? Key considerations in developing professional identities in medicine

Who are you and who do you want to be? Key considerations in developing professional identities in medicine

Authenticity, Creativity and a Love of the Job: Experiences of Grassroots Leaders of Mental Health Nursing in Queensland

Fostering Scholarship Capacity: The Experience of Nurse Educators

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