ABSTRACT
BACKGROUND: Establishing a professional identity in nursing is integral to professional development, yet this area of inquiry remains understudied. PURPOSE: This segment of a multiphased national study measured nursing faculty's perceived level of importance regarding key components of professional identity in nursing using the newly developed Professional Identity in Nursing Survey (PINS). METHODS: Fifty subject matter experts from nursing education, practice, and regulation utilized the DeVellis scale development process to develop the PINS over the course of 2 years. Nearly 1200 nurse educators evaluated the importance of a 34-item scale relating to professional identity in nursing. RESULTS: At endorsement of 95% or greater, 28 items were found to be important components of nursing identity. Effective communication, integrity, and being trustworthy and respectful were reported as most important to nursing identity. CONCLUSIONS: Nurse educators identified the important items to assess professional identity in nursing. Item refinement and psychometric evaluation of the survey are the next phase of the multiphased study.
Subject(s)
Education, Nursing , Faculty, Nursing , Humans , Nursing Education Research , Psychometrics , Social IdentificationABSTRACT
The Attribute Listing Matrix Case Study (ALMCS) is an active instructional strategy for use in the classroom or clinical laboratory designed to engage the learner at the analysis, synthesis, and evaluation levels of Bloom's cognitive domain. Random numbers are used to generate multiple versions of case studies within a matrix that contains categories of real-world variables. Nursing students, either individually or in small groups, can then use the nursing process to analyze the patient case and design an individualized care plan. The ALMCS can be readily adapted to any level of nursing education and to any clinical specialty. It can be used in the classroom to show students how they will apply theoretical knowledge to real clinical situations, or it can be used for summative assessment by generating a random case for students to respond to in an examination.
Subject(s)
Education, Nursing/methods , Problem-Based Learning/methods , Teaching Materials , Humans , Nursing Process , Patient Care Planning , Postnatal Care , United StatesABSTRACT
Practitioners of biomedicine pride themselves on making logical decisions based on scientific fact and research evidence. However, continuous electronic fetal monitoring, as it is applied in contemporary North American obstetric practice, does not stand up to the rules of logic or the application of empirical evidence. In the face of growing evidence against the efficacy of continuous electronic fetal monitoring for improving birth outcomes, perinatal health care providers need to critically evaluate the arguments that supported its inception and consider whether its continued application can be defended.
