The Professional Self-Concept of New Graduate Nurses (original) (raw)
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Professional Self-Concept among Student Nurses
Professional self-concept plays a vital role among nursing students enabling them to accept the profession and willingly render quality care to the patients in the future. This study aims to assess the level of professional selfconcept among student nurses and to associate their socio demographic characteristics with it. A quantitative descriptive survey was conducted using Cowin's Nurses Self Concept Questionnaire (NSCQ) based on six dimensions namely Nurse General Self-Concept (NGSC), Care, Staff Relations, Communication, Knowledge and Leadership among 169 students, of RNBSN Bridge and BSN program selected using purposive sampling technique. The collected data was analyzed using Statistical Package for the Social Sciences (version 23) with differential and inferential statistics. In the area of professional self-concept, communication (44.4 + 0.38) and care 44.74 + 0.29) dimensions had higher mean among students of RN BSN bridge program. Among the BSN, students with self-concept (40.8 + 1.01) care (40.2 + 0.68) and communication (40.3 + 0.67) gained higher mean scores. Professional self-concept was found to have a significant relationship between student nurses age, marital status and the program of study with the subdomains namely staff relations, care, communication, knowledge and leadership (P< 0.000*).
The professional self-concept of nurses: a review of the literature from 1992-2006
The Australian journal of advanced nursing : a quarterly publication of the Royal Australian Nursing Federation
This paper will discuss some recent concerns about research in the area of the professional self-concept of nurses, and trace the development of the literature on professional self-concept of nurses over the last 14 years. Professional self-concept or how nurses feel about themselves as nurses is vital in examining current and future nursing practice and education, as it affects patient care. The essence of the paper is the identification of three streams of literature: (1) which has 'emerged from the development of the Professional Self-Concept of Nurses instrument'; (2) literature which fails to consider recent or current research in the area; and (3) 'well-conducted work in the topic area'. The implications for nurses, educators and students are presented.
Professional Self-Concept in Nurses and Related Factors : A Sample from Turkey
2017
Background: Professional self-concept is a strong factor affec ting nursing shortage. Although there are studies on nurses' professional self in the international l iterature, there is not enough data on this subject in Turkey. Objectives: The purpose of this study is to determine professi onal self-concept among nurses working in hospitals and related factors. Methods: This descriptive and cross-sectional study was car ried out with 2165 nurses. The data were collected with the Socio-demographic Questionnaire, Professio nal Self-Concept Inventory and Self-Esteem Inventor y. Results: The nurses' professional self-development scores w re assessed as high. A significant positive relationship was determined between the nurses' pro fessi nal self and self-esteem scores. Professional selfconcept was significantly higher in the nurses who were older, more experienced, female and master's d gree graduates than in the nurses who were younger, less experienced, male and high ...
Measuring the professional self-concept of nurses: a critical review
Journal of Advanced Nursing, 1992
Measurmg the professional self-concept of nurses: a critical review Nursmg hterature strongly suggests that the self-concept of nurses is an important concept for academics, admmistrators arid clmiaans to consider m the development of the profession Many valuable research projects have added to the data base on the subject, yet there still remain some queshons to be answered This paper explores the notion of self-concept as it relates to the professional working in nursmg In particular, the paper exammes nursmg research relatmg to the professional self-concept of nursing, argumg that the 'professional' self-concept of nurses is imique and different from that of the selfconcept (while mextncably linked), and that there is room for a new mstrument which measures the dimensions of the professional self-concept of nurses Suggeshons for future research mclude repbcahon and further vahdation and rehabihty studies of a new mstrument, a cross-cultural study usmg samples from dififerent countnes, testmg vnth vanous samples from different branches of nursmg and further explonng the differences between self-concept and professional self-concept
Factors relating to professional self-concept among nurse managers
Journal of Clinical Nursing, 2017
Aims and objectives.This study aims to investigate the self concept in nurse managers in Turkey and the effects of certain variables on professional self concept. Background.Professional self concept plays a significant role in improving certain professional behaviors. Nursing managers have the potential to influence other members of the profession with their attitudes and behaviors. Design. The study was designed as a cross-sectional descriptive study. Methods:This study was conducted with 159 nurse managers in nine different hospitals. The study data were collected with a Personal Information Form and Professional Self concept Nursing Inventory and the data analysis was accomplished with descriptive statistics, Cronbach's Alpha coefficients, and CHAID analyses. Results: The Professional Self concept score of nurse managers was 3.33 (SD=.308). Professional competence subdimension had the highest scores while professional satisfaction subdimension had the lowest. The types of hospital were found to be influential on professional self concept. Conclusion: The types of hospital was reported to influence the professional self concept of nurses. Relevance to clinical practice. Nursing managers are visionaries who can potentially influence nursing practices and decisions. Nursing leaders must monitor and administer strategies to improve their professional self concept.
Nursing students’ professional self-concept and clinical performance
Bangladesh Journal of Medical Science, 2016
Objective: Nursing professional self-concept is nurses' internalized values and beliefs and the manner they affect their thoughts and behavior. The questions of how nursing students see themselves and what qualities interest them are of great importance. The present study aims to determine the correlation between clinical performance and nursing students' professional selfconcept. Materials and Method: The present cross-sectional-analytical study was conducted on 86 nursing students at Jahrom universities of medical sciences. The study data were collected using a questionnaire which consisted of 6-Dimension Scale of Nurse Performance (6-DSNP) and Nurse Self-Concept Questionnaire (NSCQ). The data analyzed using descriptive and inferential statistics. Results: The nursing students' clinical performance and professional self-concept scores were 2.94±1.45 and 5.46±1.11. Pearson correlation coefficient revealed a significant correlation between the students' clinical performance and professional self-concept. Total 6-DSNP score were significantly related to two of the dimensions of NSCQ: Nursing care and communication (p<0.05). There was a relationship between academic year and professional self-concept total score (p=0.01, r= 0.26). Conclusion: The results of the study show that clinical performance and professional selfconcept are related. These findings can be helpful to teachers, authorities at nursing colleges, and nursing managers. Applying techniques that will enhance students' professional self-concept are essential to improving their clinical performance.
International Journal of Human Sciences, 2013
This study was conducted to determine the relationship between self-concept and professional self-concept amongst nursing students undertaking a four year degree. A descriptive longitudinal study was applied amongst all nursing students undertaking a four year degree starting in the academic year 2006-2007. The sample consists of total 78 students. The data collection was via two Likert scale type questionnaires about the self description of students and their descriptions of the professional qualities of nurses which were issued a week apart. The first questionnaire consisted of a self-report form of 40 adjectives and students were asked to rate the suitability of each adjective for describing their personality. The second questionnaire employed the same adjectives as the first questionnaire. Students were asked to rate how necessary it was for professional nurses to possess these qualities. SPSS was used to analyse the data via percentages and Cohen's Kappa method. The data for first year students showed 77.6% were happy to have chosen nursing but significant nearly a quarter were not. 85.9% thought they had similar characteristics to those required by nursing but there was a significant minority of almost one sixth who felt they did not have the required characteristics. The congruence between self-concept and professional selfconcept was highest in the fourth year followed by the first year with the second year being the lowest. Congruence between self-concept and professional self-concept across all four years was evident from our study. Some implications of these findings for nursing education and practice are considered. A realistic approach to what is involved in both the study and practice of nursing can increase the self and professional self-concept congruence. It is important for nursing educators to effectively manage student expectations as a better alignment of these with actual situations helps students cope with the demands placed upon them.
The nurses' self-concept can be defined as information and beliefs that nurse have about their roles, values, and behavior which help individuals function at a higher level and use their learning experiences optimally. This study aimed to determine the effect of professional self-concept teaching on clinical performance perception of senior nursing students. A preliminary study was conducted to confirm the validity and reliability of the nurse selfconcept questionnaire (NSCQ) and 6-dimension scale of nurse performance (6-DSNP). The participants consisted of 72 senior nursing students, sixty of whom agreed to participate in the study and complete the questionnaires. Then, the students were randomly categorized into case (n=24) and control (n=36) groups. The case group participated in the professional self-concept workshops for two days. Immediately (T2) and three months after the intervention (T3), the questionnaires were filled by both groups. The 6-DSNP score of the participants attending the workshop was significantly higher than that of the subjects in the control group (p<0.0001). Therefore, professional selfconcept teaching can significantly affect the clinical performance of nursing students. Therefore, incorporating professional self-concept teaching into the nursing program can be effective for their clinical performance, and help nursing students have positive attitudes towards their competencies.
Study of the Relationship Between Nurse Self-Concept and Clinical Performance Among Nursing Students
Jentashapir Journal of Health Research
Background: Scholars believe that if nursing students appreciate the value of their services, their sense of professionalism will increase and performance will improve. Nevertheless, little is known about the relationship between nursing students' professional self-concept and clinical performance. Objectives: This study examines the relationship between nurse self-concept and clinical performance among nursing students. Patients and Methods: This cross-sectional analytical study employed the census method. The sample comprised 86 senior and junior nursing students at Jahrom university of medical sciences. Nurse self-concept and clinical performance were measured by using the nurses' self-concept questionnaire (NSCQ), and the 6-dimension scale of nurse performance (6-DSNP), respectively. Results: The mean and standard deviation of nurse self-concept and clinical performance scores were 5.46 ± 1.11 and 2.94 ± 1.45, respectively. Nurse self-concept was related to clinical performance (r = 0.24, P = 0.02). Total NSCQ scores were significantly related to four of the 6-DSNP dimensions: planning and evaluation, interpersonal relations and communication, critical care, and leadership. Conclusions: Attempts should be made to enhance students' nurse self-concept during their education. Counseling, improving public respect for nurses, and implementing measures to enhance students' professional self-concept are essential for improving their performance.