Professional Resilience, Practice Longevity, and Parse's Theory for Baccalaureate Education

Abstract

New nurses seem unable to find a means of flourishing professionally in acute care practice and, consequently, exit far earlier than expected. Worldviews of baccalaureate students have changed from previous generations; yet, the approaches to nursing education remain essentially the same. Just as clinical settings benefit from nursing theory as the basis for nursing practice and scientific inquiry, the science of nursing education would benefit from nursing theory as a basis for guiding educational practice. Parse's human science theory, the Human Becoming School of Thought, is a fitting theoretical framework for a model of teaching-learning for undergraduate baccalaureate nursing education. In addition, as a theory of dynamic relational synchrony, Parse's work provides an appropriate framework with which to promote professional resilience and career longevity by purposefully engaging students within student-faculty dyads to explore personal meanings and philosophies of caring, and to create strong professional identities.

Personal resilience as a strategy for surviving and thriving in the face of workplace adversity: a literature review

“…She suggests using reflective journaling techniques and postclinical discussions to provide opportunities for growth and sharing. Hodges et al (2005) also advocate reflective journaling and further support the notion of acknowledging and praising success in nurses' achievements to promote feelings of pride which help build resilience.…”

“…Parse's (1998) theory places importance on directing health choices for quality of life. Hodges et al (2005) consider resilient nurses an essential element in an ever-changing healthcare system. They challenge nurse educators 'to better prepare nurses for sustained professional resilience' (p. 548) by 'teaching strategies of reflective learning and reflexive practice' consistent with the practice of HBST (p. 551).…”

“…In a similar vein to the discourses surrounding family resiliency, rather than suggesting that resilience in nurses must be underpinned by exposure to significant risk as a prerequisite for being considered resilient, the focus should be on the promotion of strengths for all nurses for whom the workplace is viewed as risky. Hodges, et al (2005) agree that resilience can be developed and may help retain nurses in the profession, rather than abandoning their career path when the complexities of providing health care seem overwhelming.…”

Resilience, job satisfaction and anticipated turnover in nurse leaders

“…The results of this study provide evidence that resilience plays a vital role in enhancing job satisfaction and mitigating the anticipated turnover of nurse leaders. Additionally, there is anecdotal evidence to support the inherent value that resilience has for vulnerable nurses (Giordano 1997, Tusaie & Dyer 2004, Hodges et al 2005. Resilient nurses may find their way through challenging work climates and situations, leading to a greater sense of job satisfaction that is directly related to job retention (Jackson et al 2007).…”

What do graduate registered nurses want from jobs in rural/remote Australian communities?

“…Working at a level that is professionally uncomfortable for novice nurses increases stress and feelings of inadequacy. These factors reduce morale and impact on the new graduateÕs intention to stay in the workplace (Hodges et al 2005, Hegney et al 2006, Lea & Cruickshank 2007, Nayda & Cheri 2008. Employers that have higher staff-topatient ratios see increased medical outcomes and reduced costs associated in providing care through admission and readmission and hospital-acquiredcomplications.…”