Professional identity is the nurse's collection of beliefs about what it “means to be” and to “act like” a nurse. This represents his/her “philosophy of nursing” and it has a direct influence on how actual “roles and responsibilities” are followed. In other words, professional identity is the “foundational reference” in the nurse's cognitive process to which decisions are being made. Moreover, these are the values and beliefs held by the nurse as guiding principles in thinking, behaving, acting, communicating, and interacting with patients, the patient's family, and other members of the healthcare team. As a practical science, nursing education has introduced the importance of reflective learning in the clinical setting when providing care to patients and in building nurse-patient relationships. This means that there is a developing awareness of assisting, encouraging, and teaching both students and professional nurses to become thoughtful individuals, capable of critical thinking and analogy to come up with innovative ideas. Reflection in this mode of instruction is considered as a tool for the analysis of nursing practice nurturing both the understanding of professional nursing and the building of important thoughtful approaches essential for providing nursing care in multifaceted and dynamic working conditions. As a result, reflection, as an instructional method, has been included in many nursing curricula. However, the concept of reflection within the context of developing a professional identity has scarcely been defined to adequately identify research and educational indicators. This concept analysis aims to describe attributes, antecedents, and consequences of reflection in the development of professional identity in nursing and to provide clear evidence for nursing educators/faculty that support the systematic development of professional nurses as they advance in practice from the undergraduate to the graduate programs.
Reflection ; Professional Identity ; Professional Nursing

PURPOSE: The purpose of this research was to examine the relationship between types of conflict management style, role conflict, professional autonomy and organizational commitment of hospital nurses, and to identify factors influencing organizational commitment. METHODS: Participants were 165 conveniently selected nurses from one general hospital in Gangwon province. Data were collected from March 28 to April 6, 2018 using self-report questionnaires. RESULTS: There was a significant difference in the level of professional autonomy and organizational commitment depending on the nurses' styles of conflict management. A statistically significant positive correlation between professional autonomy and organizational commitment was found, and a negative correlation between environmental barriers in role conflict and organizational commitment. Participants' professional autonomy and environmental barriers in role conflict explained 17.9% of organizational commitment. CONCLUSION: These finding indicate that professional autonomy and environmental barriers are both very important factors influencing organizational commitment. Accordingly, it is necessary to improve nurses' organizational commitment, enhance autonomy and reduce environmental barriers for nurses performing nursing roles.
Gangwon-do ; Hospitals, General ; Nursing ; Professional Autonomy

PURPOSE: This study was conducted to explore the professional identity of elementary school health teachers. METHODS: In-depth interviews with fifteen elementary school health teachers were conducted from July 2010 to August 2012. Qualitative data collected by the researcher including transcription and field notes were analyzed through an adapted methodology based on the Grounded Theory of Strauss and Corbin. RESULTS: Fifteen categories, 35 sub-categories and 120 concepts were obtained. The key category that was consistently maintained in identity formation was 'keeping themselves being a teacher providing nursing' which has three styles, 'focusing on health education', 'combining nursing and education' and 'focusing on providing nursing care'. CONCLUSION: Results of this study will provide basic information for preparing manuals regarding the range of activities in school health teachers' jobs, improving promotion and merit payment systems for school health teachers, creating support programs for them, and contributing to the formation and establishment of their professional identity.
Nursing ; Professional Role ; Qualitative Research ; School Health Services* ; School Nursing

PURPOSE: This study was conducted to investigate the relationships among communication competence, professional self-concept, and stress in clinical practice of nursing students. METHODS: The study participants were 308 senior year nursing students in D city and K province. Collected data were analyzed using t-tests, analysis of variance, Pearson's correlation coefficient, and stepwise multiple regression with the SPSS Version 20.0. RESULTS: There were significant differences in participants' stress of clinical practice based on their level of satisfaction on clinical practice, self-confidence of nursing and difficulty with relationships in clinical practice. A negative correlation was detected between stress in clinical practice and the professional self-concept of nursing students. Significant predictors of the perceived stress of clinical practice were satisfaction in clinical practice and pride in nursing. These accounted for 18% of the perceived stress of clinical practice in a regression model. CONCLUSION: The results may serve as basic data in support of the need to the develop effective systematic stress management programs and clinical training courses in order to attenuate the stress experienced during clinical practice of nursing students.
Humans ; Mental Competency* ; Nursing* ; Professional Competence* ; Students, Nursing*

Student satisfaction is one of the many Important factors that any academic institution must consider for it is very helpful in refining academic processes, improving the quality of education, and evaluating the institutional efficiency. Therefore, this study aimed to (1) measure Filipino students' levels of satisfaction in today's BSN program, and (2) see the satisfaction differences between those enrolled in private and government higher educational institutions (HEIs). A cross-sectional comparative design was used. A total of 505 nursing students from different private and government HEIs in Central Luzon were conveniently recruited during the 2nd semester of A.Y. 2012-2013. Both descriptive and inferential statistics were run using the Statistical Package for Social Sciences (SPSS) version 20. Mean ratings showed that the students enrolled in both private and government HEIs are generally satisfied with their current baccalaureate program (x=4.02 and x=3.55 respectively). In addition, Mann-Whitney test revealed that there is a significant difference between the satisfaction levels of students enrolled in private and government nursing schools in satisfaction levels of students enrolled in private and government nursing schools in the Region (p<.05). Overall, students are satisfied with the in-class teaching , clinical teaching, the program itself, and the support and resources of their department. However, those enrolled in government HEIs have lower satisfaction ratings as compared to those enrolled in private nursing schools. Academic administrators must further develop the instructional competencies of the faculty, as well as improve nursing facilities and laboratories by making them well-equipped, adequately -staffed, and readily available to meet the needs of the students.

Human ; Male ; Female ; Nursing ; Nursing Care ; Professional Practice

PURPOSE: The purpose of this study was to identify the attributes, antecedents, and consequences of the transition of simulation-based learning (SBL) in nursing schools.METHODS: The study was conducted in accordance with Walker and Avant's conceptual analysis process. We searched MEDLINE, CINAHL, EMBASE, Google Scholar, and RISS (Korean Education and Research Information Service) databases, resulting in nine studies for an in-depth review.RESULTS: The attributes of transition of SBL include (1) preparing for a professional role, (2) practicing in a real clinical setting, and (3) progressing toward expected competency. Antecedents of the concept include novice status, changing roles, clinical experience in controlled settings, and expected competency in the clinical setting.CONCLUSION: The transition of SBL includes the important feature of progression toward expected competency. Further research is needed to identify graduate nurses' experiences during this transition to establish a strategy for improving it and developing a measurement tool that reflects attributes of the concept.
Education ; Learning ; Nursing ; Professional Role ; Schools, Nursing ; Walkers

OBJECTIVES: This study examined the effect of flipped learning in comparison to traditional learning in a surgical nursing practicum. METHODS: The subjects of this study were 102 nursing students in their third year of university who were scheduled to complete a clinical nursing practicum in an operating room or surgical unit. Participants were randomly assigned to either a flipped learning group (n = 51) or a traditional learning group (n = 51) for the 1-week, 45-hour clinical nursing practicum. The flipped-learning group completed independent e-learning lessons on surgical nursing and received a brief orientation prior to the commencement of the practicum, while the traditional-learning group received a face-to-face orientation and on-site instruction. After the completion of the practicum, both groups completed a case study and a conference. The student's self-efficacy, self-leadership, and problem-solving skills in clinical practice were measured both before and after the one-week surgical nursing practicum. RESULTS: Participants' independent goal setting and evaluation of beliefs and assumptions for the subscales of self-leadership and problem-solving skills were compared for the flipped learning group and the traditional learning group. The results showed greater improvement on these indicators for the flipped learning group in comparison to the traditional learning group. CONCLUSIONS: The flipped learning method might offer more effective e-learning opportunities in terms of self-leadership and problem-solving than the traditional learning method in surgical nursing practicums.
Education, Nursing ; Education, Professional ; Humans ; Learning ; Methods ; Nursing ; Operating Rooms ; Perioperative Nursing ; Students, Nursing

PURPOSE: The purpose of this study was to develop an integrated nursing practicum education matrix based on the learning outcomes of each stage. METHODS: In this Delphi technique study, 10 experts, consisting of six professors and four nurses, participated in the development of the matrix. The first step was an in-depth review for the composition of the questionnaire and the second step was the Delphi technique. The Delphi survey was conducted two times in order to complete the components of the matrix. The survey data was analyzed for statistical averages and standard deviations to decide the order of priority. RESULTS: According to each stage (i.e. fundamental stage, competent stage, and proficient stage), the matrix was composed of education contents, methods, evaluation methods, and curriculum outcomes. CONCLUSION: The integrated nursing practicum education matrix of Y University was completed. The developed matrix will result in a reduction in the gap between nursing education and clinical practice and an improvement in nursing competency.
Competency-Based Education ; Curriculum ; Delphi Technique ; Education* ; Education, Nursing ; Humans ; Learning* ; Nursing* ; Professional Competence ; Students, Nursing

Nurses experience role conflict between nursing theory that they learned in school and clinical nursing practice. This conflict lead to lower self-image, self-esteem, job dissatisfaction. Also, the professionalism of nurses is estimatable by the grade of autonomy. The professional autonomy requires individual and professional obligation about her decision and performance. A lack of professional autonomy results in the job dissatisfaction. Job dissatisfaction leads to absenteeism, increased proneness to mental and physical illness and higher turnover rates. The purpose of this study was o investigate professional autonomy and self-concept of clinical nurses. Data were collected from 262 clinical nurses in P city from June 1 to June 30, 1996. The instruments used for this study were made by Arthur(1990) and Schutzenhofer(1983). The data were analyzed for frequency and percentage, mean, SD, t-test, ANOVA, Pearson's correlation coefficient, stepwise multiple regression, using SAS PC+ Program. The findings were as it follows : 1. The mean of professional autonomy and self-concept were 152+/-18.48, 70.65+/-8.20(2.62), respectively. These showed mid level of professional autonomy and self-concept. 2. Professional autonomy of clinical nurses was found to vary significantly according to total years of clinical experience(F=4.49, p<0.01), position(F=3.49, p<0.05), and state under study for the degree(F=3.83, p<0.05). Professional self-concept was found to vary significantly according to age(F=3.52, p<0.05), marital status(F=7.39, p<0.001), total years of clinical experience(F=3.59, p<0.05), position(F=5.22, p<0.01), the expectant period being on the duty as clinical nurse(F=8.34, p<0.001), and motivation of choosing nursing(F=5.17, p<0.001). 3. The statistical relationship between clinical nurses' profession autonomy and self-concept was found as positive correlation9r=0.42246, p<0.001). 4. Professional autonomy was the highest factor predicting professional self-concept(17.85%). Professional autonomy and marital status accounted for 20.60% in professional self-concept of clinical nurses. In conclusion, Professional autonomy and self-concept of clinical nurses showed significantly positive relationship. Therefore, nursing education needs to develop programs and policies to increase professional autonomy and self-concept of clinical nurses.
Absenteeism ; Education, Nursing ; Humans ; Marital Status ; Motivation ; Nursing ; Nursing Theory ; Professional Autonomy*