Reconciling professional identity: A grounded theory of nurse academics' role modelling for undergraduate students

Baldwin, Adele; Mills, Jane; Birks, Melanie; Budden, Lea

doi:10.1016/j.nedt.2017.08.010

Cited by 49 publications

(43 citation statements)

References 29 publications

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“…This contrasts with a study examining the value of being taught by registrants to students (Attenborough & Abbott, ), where students reported it not being important if lecturers were not absolutely up‐to‐date with every detail of practice. Andrew (2011) suggests a “close to practice culture” (p430) where actual practice is not possible, whereas Baldwin, Mills, Birks, and Budden () differentiate between clinical currency and clinical legitimacy, clinical credibility and the currency of nursing knowledge, acknowledging the importance of role‐modelling and “storytelling” (p2) of lecturers’ professional and clinical lives. Significantly, in Midwifery 2020: Delivering Expectations, the Department of Health called for innovative solutions to enable midwifery academics employed in universities to maintain their clinical credibility: “Midwifery lecturing staff who are credible in the practice environment are well positioned to support students....” (Department of Health, , p. 41).…”

Section: Discussionmentioning

confidence: 99%

“…This contrasts with a study examining the value of being taught by registrants to students (Attenborough & Abbott, 2018), where students reported it not being important if lecturers were not absolutely up-to-date with every detail of practice. suggests a "close to practice culture" (p430) where actual practice is not possible, whereas Baldwin, Mills, Birks, and Budden (2017) However, clinical credibility and identity were quite distinct;…”

Section: Discussionmentioning

confidence: 99%

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The impact of Nursing and Midwifery Council revalidation on the professional identity of academic staff in a higher education institution: A qualitative study

Attenborough

Abbott

2018

Nursing Open

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Aims To explore Nursing and Midwifery Council (NMC) revalidation as a process experienced by nursing and midwifery academics and its impact on their sense of professional identity. Background The introduction of revalidation nurses and midwives in the UK in 2016 caused some anxiety amongst registrants in higher education. Design A qualitative study using a purposeful sample involving thematic analysis of semi‐structured interviews with academic staff. Methods Ten registrants completed a semi‐structured interview in a higher education institution. Results/Findings Clinical credibility: participants were self‐conscious about time away from practice but retained strong links with clinical settings reviewing evidence and reports of current practice. The revalidation process: staff were generally positive about NMC revalidation. Professional identity: participants identified as nurses and midwives first and academics second. Conclusions The findings replicate previous studies about professional identity among healthcare professionals in higher education; this study reports the contribution of revalidation amongst nurses and midwives in higher education institutions.

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

The impact of Nursing and Midwifery Council revalidation on the professional identity of academic staff in a higher education institution: A qualitative study

Attenborough

Abbott

2018

Nursing Open

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“…In this process, the role of teachers, as nurses, seems important for students to materialize what it means to be and work as a nurse. The professors' role in this construction is not limited to the classroom (23) and their contextualized performance in the fields of practice occupied a prominent place in this study.…”

Section: Discussionmentioning

confidence: 99%

“…In line with this finding, studies have observed that the manifestation of values by professional models, in the practical field, is a great incentive for students to develop these characteristics (29) . Students can take teachers as examples and seek to appropriate professional attributes at the beginning of training, during the internship, and in the future career (23) .…”

Section: Discussionmentioning

confidence: 99%

Construction of professional identity in nursing students: qualitative research from the historical-cultural perspective

Lima

Silva

Andrade

et al. 2020

Rev. Latino-Am. Enfermagem

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Objective: to analyze the process of professional identity construction in undergraduate nursing students during their education. Method: qualitative research, anchored in the Historical-Cultural framework. Twenty-three undergraduate nursing students took part. Data were collected through individual interviews, with a semi-structured script. Thematic Analysis was used to analyze the data. Results: the following four themes were obtained, “The subject in movement to become a nurse: from previous experiences to entering the courses”; “The nursing professor in the construction of the undergraduate’s professional identity: a two-way mirror”; “Pedagogical relationship: instrument for constructing the student’s professional identity” and “Historical-cultural conditions: space for the construction of the student’s professional identity”. Conclusion: the construction of the students’ professional identity is limited to the material conditions of existence, translating appropriation to the intrapsychic scope of elements that occur, first, in the inter-psychological space of interactions. Nursing professors can become a paradoxical mirror, with one face to be imitated and the other, which materializes meanings of a model not to be followed. This construction is also influenced by the conditions of professional practice and university education.

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“…Thus, the examined studies were collected in a manner analogous to purposeful sampling. 46 The inclusion criteria resulted in a sample of 40 studies to analyze for this project: two in dentistry/dental hygiene, 47,48 10 in medicine, [49][50][51][52][53][54][55][56][57][58] 10 in nursing, [59][60][61][62][63][64][65][66][67][68] four in occupational therapy, [69][70][71][72] eight in pharmacy, [73][74][75][76][77][78][79][80] two in physical therapy, 81,82 and four in social work. [83][84][85][86] The authors were typically a mix of clinicians (eg, MD), clinician-scientists (eg, RN-PhD), and/or social scientists (eg, PhD in education).…”

Section: Methodsmentioning

confidence: 99%

A Review of Strategies for Enhancing Clarity and Reader Accessibility of Qualitative Research Results

O’Sullivan

Jefferson

2020

American Journal of Pharmaceutical Education

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Objective. To characterize elements of the results section of qualitative research reports that make findings more accessible to readers. Methods. Two analytical methods were used for this review. First, published reviews and textbooks written by experts outlining how to evaluate qualitative research were retrieved and reviewed to identify common elements that enhance clarity of the results section. In the second analysis, the authors analyzed the results sections of a subset of qualitative studies to identify, from a reader's point of view, aspects that enhanced and detracted from communication of the results. Findings. Four elements improve accessibility of the results section for readers of qualitative research reports. Content, the first element, describes what information the reader should look for in the results section. Style of results, the second element, identifies wording choices that improve reader accessibility and understanding. Narrative flow, the third element, describes a results section that flows smoothly and logically. Structural cohesiveness, the final element, outlines effective organization of the results section. Results. While authors take several approaches to the presentation of results in qualitative research reports, some strategies appear to be more common and effective than others. The efficient presentation of results can impact a reader's assessment of the quality and credibility of a study. Identified content and stylistic elements should be considered by authors hoping to make the results of their qualitative research more accessible and comprehensible to readers.

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Reconciling professional identity: A grounded theory of nurse academics' role modelling for undergraduate students

Cited by 49 publications

References 29 publications

The impact of Nursing and Midwifery Council revalidation on the professional identity of academic staff in a higher education institution: A qualitative study

The impact of Nursing and Midwifery Council revalidation on the professional identity of academic staff in a higher education institution: A qualitative study

Construction of professional identity in nursing students: qualitative research from the historical-cultural perspective

A Review of Strategies for Enhancing Clarity and Reader Accessibility of Qualitative Research Results

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