An exploratory study: Student nurses' perceptions of professionalism

Keeling, June; Templeman, Jenni

Abstract

Aim of the study
To explore final year nursing students' perceptions of professionalism using a reflective approach.

Design
A phenomenological approach informed the study, and data was collected by a focus group and five individual semi-structured interviews.

Subjects
Participants were ten final year student nurses studying on the adult nursing education programme in the United Kingdom.

Data analysis
Thematic analysis resulted in an extensive list of general statements or 'units of meaning', from which meaningful categories describing a phenomenon evolved.

Results
The findings revealed that student nurse's perceived vulnerability, symbolic representation, role modelling, discontent and professional development as elements that informed their own professionalism. Additionally, being able to observe the behaviours of registered nurses appeared to be significant to the student in the development of their own sense of professional identity, using positive and negative role models constructively.

Conclusions
It appears that final year student nurses are cognisant of the impact of practice scenarios and observational influences, affecting their own perceptions of professionalism. They are able to clearly identify and make sense of experiences in practice, and constructively use this knowledge to positively inform their practice.

Citation

Keeling, J., & Templeman, J. (2013). An exploratory study: Student nurses' perceptions of professionalism. Nurse Education in Practice, 13(1), 18-22. https://doi.org/10.1016/j.nepr.2012.05.008

• Journal Article Type: Article
• Acceptance Date: May 13, 2012
• Online Publication Date: May 30, 2012
• Publication Date: 2013-01
• Deposit Date: Jun 5, 2023
• Journal: NURSE EDUCATION IN PRACTICE
• Print ISSN: 1471-5953
• Publisher: Elsevier
• Peer Reviewed: Peer Reviewed
• Volume: 13
• Issue: 1
• Pages: 18-22
• DOI: https://doi.org/10.1016/j.nepr.2012.05.008
• Keywords: Professionalism; Student nurses; Practice; Role modelling