What Is Personal And Professional Development In Nursing?
- Michael Davis
Personal and professional development (PPD), which involves the acquisition of additional skills and knowledge necessary to remain effective in providing high-quality care and developing knowledge using evidence-based practice, is one example of the overlapping responsibilities of leaders and managers.
What is a personal development plan nursing?
Introduction to Learning and Personal Development in the Workplace The significance that an employer places on personal growth and ongoing education is one of the most telling characteristics of a good employer. The training and development of employees can result in major advantages for both the employee and the company, but most significantly, it should lead to an improvement in the quality of care provided to the patient.
This is mirrored in the new GMS contract, which specifies that all staff members should “have access to appropriate training, professional guidance, and continuous professional development,” and that “all practice-employed nurses are enabled to engage in clinical supervision and assessment.” The new General Medical Services (GMS) contract includes a quality and outcomes framework that gives quality points for certain practices, including one that requires practicing nurses to have an annual evaluation and a personal learning plan.
As the limits of practice continue to grow, suitable education to underpin role development is vital. It is abundantly clear from discussions with practice nurses that there is a need to identify more creative and innovative solutions to learning. These solutions are intended to support practice nurses in their ongoing training and development and to equip them with the appropriate skills and knowledge to deliver the services that are required.
This chapter is structured according to standard number 4. 1 including performance evaluation, personal growth planning, and access to continued professional development, and 4. 2 addressing the availability of clinical supervision and chances for reflective learning.
Appraisal The process of analyzing past performance and determining future requirements for growth has been given a wide variety of names, including appraisal, personal development planning, and performance review, among other names. Appraisal is used throughout this section for simplicity and to prevent confusion, but the information pulls significantly from the Partnership Information Network (PIN) Guideline on Personal Development Planning and Review, which may be found at http://www.
show. scot. nhs. uk/psu/documents/PDPs%20&%20rev. pdf The process of appraisal is a component of an ongoing process that includes planning, monitoring, evaluation, and assistance. This process is designed to assist staff members in developing their abilities and becoming more effective in their roles.
The yearly review meeting is considered to be the most important part of the process. There is evidence that a good assessment process boosts the effectiveness of the organization, and this is true not only within the NHS but also inside industry. The evaluation procedure need to be seen as a constructive method of progress.
Not the same as:
About the cultivation of too high expectations or incentives A mechanism for assessing and boosting pay entitlements, respectively. For the purpose of acting as a counseling exercise for matters unrelated to learning and development.
A variation or subset of the processes for disciplinary action. A replacement for the obligation that the reviewer has to offer continuing input to the personnel.
The assessment process The evaluation procedure may be broken down into four primary stages:
An individual’s own evaluation of their capabilities as well as areas in which they may improve A dialogue with the appraiser that follows a set format and is based on the self-evaluation A personal development plan that has been agreed upon and is a direct result of the appraisal discussion a course of action to address the learning requirements outlined in the individual’s personal development plan.
Personal Evaluation On the accompanying CD-ROM is a sample of a self-evaluation and evaluation form that was modeled after the PIN guideline.
The nurse is essentially prompted by this to consider the time period that has passed since the previous evaluation, to evaluate her accomplishments, strengths, and areas in which she need growth, as well as her future professional goals.
Appraisal interview During the formal appraisal, the practice nurse will have the chance to discuss with the appraiser both their own and the appraiser’s impressions of the practice nurse’s successes over the last year, as well as the practice nurse’s growth requirements.
This conversation will begin with an analysis of the results of the self-assessment that has been completed. It is critical that all parties involved have faith that the information spoken during the assessment session and in the paperwork that accompanied it will remain private.
It is crucial to cultivate confidence in the integrity of the process, not the least of which is the fact that it will encourage both the appraisee and the appraiser to be as forthright and transparent as is feasible. The one and only exception to this rule would be if concerns were raised that suggested the appraisee was acting in a way that was inconsistent with the NMC Code of Professional Conduct or if concerns were raised that suggested there was a risk to the patient’s safety.
The duration of an evaluation interview is normally between 60 and 90 minutes. If there is going to be a chance for constructive conversation during the process, allocating sufficient time to it is really necessary.
The goal of the performance review interview should be to get a consensus on the objectives and training requirements for the upcoming year. There should be a record of the interview that is signed, and the individual being evaluated should have copies of it as well as the staff file.
- Who should be the one to do the evaluating? In order for practices and practice nurses to get the most out of the evaluation process, they may need to explore some of the many different alternatives that are available to them;
Possible alternatives include: 1. A more experienced nurse working with the practice team If there is an established nurse who is accountable for leading the team or for conducting performance reviews of other nurses or health care assistants, this may be the most suitable alternative.
- The practice would need to be ready to support development plans established by the process, and the appraiser would need to be well informed on the practice’s objectives and priorities, in order for the process to operate properly;
Practice manager or general practitioner. This choice has the advantage of ensuring that the practice nurse’s goals are cohesive with the overall practice plans and providing a practice commitment to development plans. Additionally, this choice has the potential to save the practice money.
However, there will be a lack of experience in professional nursing concerns, which may make it more difficult to agree on an acceptable growth plan or to effectively question the nurse’s own self-assessment in an appropriate manner.
An experienced registered nurse who is not employed by the practice. This alternative is basically the same as the paradigm used for GP evaluations, and selecting it would guarantee that the process receives sufficient expert input. However, because it is doubtful that the nurse appraiser has a strong familiarity with the practice, they would be unable to come to an agreement with the nurse over acceptable objectives and they could not commit practice funding to completing any agreed upon development plan.
Combining elements of numbers 2 and 3. This alternative would basically comprise a professional component of the evaluation taking place with an external assessor, in addition to a conversation taking place inside the practice to agree on the work objectives for the upcoming year and to sign off on the personal growth plan.
When taking all of these into consideration, the following are the most crucial aspects to keep in mind:
The nurse needs to be confident in the person indicated as appraiser If the practice is going to commit to fulfilling the requirements that have been outlined for their development, they need to have faith in the appraiser.
- The person serving as the appraiser needs to have adequate preparation in order to assume the role, as well as some prior experience or education in the field of appraisal.
In order to encourage the growth of practice nurse appraisal, local NHS Boards will have training accessible for both appraisers and appraisees, and they should make this training available to practice employees;
Plan for One’s Own Personal Development The most crucial thing to come out of the evaluation process is the individual’s personal growth plan. It is a record of the specific tasks that each nurse must do in order to successfully carry out their responsibilities.
- It is essential that, rather than being vast wish lists, plans be feasible and can really be carried out;
- They should clearly represent the requirements of the practice as well as the patients, as well as be directly based on the strategic direction and objectives of the practice;
Personal development plans will, of course, take into account the individual nurse’s own career goals, and the nurse and the practice may need to come to an agreement over which parts of the PDP they will each support. The CD ROM comes complete with a sample model PDP template for your use.
This is drawn from the PIN guideline, and it distinguishes quite clearly between the development needs that are related with the present function, on the one hand, and those that are about the individual’s career objectives, on the other.
The PDP should get approval signatures from both the practice and the nurse, and both parties should keep a copy for themselves so that they may assess whether or not the goals of the plan have been met. Initiatives to address the learning requirements that have been identified This concluding step of the procedure continues for the duration of the remaining time in the calendar year.
- Identifying various methods to learning and growth, as well as developing links to readily available resources and educational opportunities, takes up a significant portion of the remainder of this chapter;
The primary focus should at all times be on locating educational opportunities that most effectively cater to the requirements of the nurse, as outlined in the PDP. Attending a formal course of study is not usually required for these. Reserved time for academic pursuits The new GMS contract emphasizes the need of providing protected time for everyone on the team in order to foster learning and development as a means of achieving these goals.
A solid starting point for determining how much time should be set up for education is reaching consensus on a personal development plan. The absence of relief personnel that is sufficiently educated is a significant obstacle for many practices when it comes to negotiating time out for learning.
Although the level of coverage is still fairly low, several boards have begun the process of developing practice nurse banks. NHS boards that collaborate with local practices should investigate the possibility of further developing a cohort of practice nursing bank employees in order to make it possible for practice nurses to take time off for educational purposes.
In actuality, this may entail the already-employed part-time practice nurses taking on additional responsibilities as bank nurses. In order for practices to be successful, they would need to be open to this model and provide their employees the ability to work elsewhere.
Education that conforms to professional standards Education prior to pre-registration is what nurses use to be ready for first registration. Through the National Maintenance of Certification (NMC) Post Registration Education and Practice (PREP) criteria, continuing professional development is connected to the process of registration renewal.
The PREP requirements are a requirement that must be met by all nursing personnel since they are mandated by law. Maintaining a personal professional profile of this learning activity and complying with any request from the NMC to audit compliance with these activities are both necessary in order for nurses to meet the standard and maintain their registration.
Completing at least five days (35 hours) of learning activity relevant to their practice during the three years prior to their registration renewal is required. In addition, in order to be eligible for registration renewal, a registered nurse must have accrued a minimum of 750 hours of clinical experience over the previous five years, which is equivalent to 100 full workdays.
Learning may be gained from every experience; what’s crucial is making sure such experiences are effectively documented in a personal professional profile (PPP). In respect to continuing professional development (CPD), NMC emphasizes the following points:
It is not required that any money be spent on it.
There is no such thing as an approved PREP (CPD) learning activity. There is no need to collect points or certificates of attendance. There is no approved format for the personal professional profile. The learning activity must be pertinent to the work that the nurse is doing or plans to do in the near future.
- The learning activity must assist the nurse in providing the highest possible standards of care for her or his patients.
A model form for managing a PPP that was generated from an NMC example is given in the annexes of this document;
Additional information may be found in the PREP handbook, which can be downloaded here: http://www.nmc-uk.org/nmc/main/publications/thePrepHandbook.pdf. It is important to keep in mind that the PREP standard, which requires a minimum of 35 hours of learning spread out over a period of three years, is a minimum standard, and that achieving this standard does not necessarily mean that the nurse is competent to practice, especially in situations where roles have expanded and evolved.
Every aspect of practice has to be supported by proper education, and registered nurses should never take on tasks for which they do not believe they are adequately prepared to carry them out safely. The part that NHS Boards and CHPs play in facilitating the continued growth of practice nursing Practice nurses will continue to be employed by individual practices, and these practices will continue to be responsible for providing practice nurses with the appropriate education; however, the NHS Boards and the emerging CHPs will play an important role in supporting the development of practice nursing.
To begin, they have the ability to make in-house education provision available to practice employees. This has previously been done by a number of NHS boards, which has resulted in a number of advantages, including enhanced practice nurse education as well as the sharing of experiences and increased levels of knowledge.
Second, there is the possibility of playing a role in assuming a professional leadership position with regard to practice nurses. This subject is discussed in further depth in chapter 5. In terms of education and development, this role could involve making contributions to the appraisal process, advising practice nurses and practices on appropriate education, and facilitating learning opportunities, particularly clinical supervision, which would need to be organized at the CHP or Board level.
Methods of education and the cultivation of one’s personality Learning may take place in a number of settings, both formally and informally, and can lead to the acquisition of knowledge, skills, and competence. The process of continuing professional development (CPD) must always begin with the step of recognizing and assigning appropriate value to each of these experiences.
- The following is an outline of the following four components of learning opportunities:
Opportunities for more formally structured education Learning depending on one’s level of competence Learning via experience and participation in meaningful work Independent study on one’s own
It is essential to keep in mind that none of these can exist in isolation from the others;
For instance, chances for self-directed study and learning based on job experience will frequently be included in formal education programs. They have been broken down into distinct categories to highlight the enormous variety of learning possibilities.
- Opportunities for more formally structured education Opportunities for learning that lead to some kind of academic or professional award are referred to as formal learning opportunities;
- There are many other types of programs available, including those for remote learning, intensive short courses, undergraduate degree programs, and graduate degree programs;
The breadth and depth of possible subject areas is just too vast to be discussed in any detail here. In Annex B, you will find a synopsis of some of the most important programs in Scotland that result in a formal qualification and might be of use to practicing nurses.
These programs lead to further education. In addition, each university in Scotland provides a selection of shorter courses that cover a wide range of subjects that are pertinent to the field. The universities can provide other information if it is required.
General Practice Specialist Qualification for Nurses Working in General Practice There is a practice education program that focuses only on general practice nursing specialists. This is a degree-level program that ultimately results in a certification that may be entered on the NMC registry.
It can be completed in as little as one year if taken on a full-time basis, or it can take up to four years if done so on a part-time basis. It is the only curriculum of its kind that is now officially approved for practicing nurses and it offers a solid theoretical and practical foundation for practice at the specialist level.
In contrast to health visiting and district nursing, there is no obligatory requirement to hold the appropriate qualification in order to work in this field. There are now three universities in Scotland that participate in the program. Although it lays a solid groundwork for practice nursing, the curriculum cannot hope to cover the wide variety of specialized clinical areas that practice nurses are increasingly expected to be adept in.
This is because of the expansive nature of the responsibilities that fall under practice nursing. The NMC is presently conducting an investigation of post-registration nursing education and will provide recommendations when the time is appropriate.
When planning any future developments for practice nurses, these factors will need to be taken into consideration. Learning depending on one’s level of competence Learning that is based on competencies begins with a description of the competencies that must be possessed in order for a practitioner to be considered proficient in a given area of practice.
It then provides a means for the practitioner to evaluate their existing knowledge and skills in relation to the competencies and to identify any gaps in their knowledge or skills, which can then be filled in using a variety of different methods.
Competence obtained via practice, personal learning, and experience has the same weight as that earned through formal education. One of the benefits of learning based on competence is that possessing the competence is equally legitimate, regardless of how it was achieved.
- Competencies have been created by NHS Education for Scotland in a variety of domains that are directly relevant to the work of practice nurses;
- These frameworks have a name that translates to “A Path to Increased Competence.” Included are the following topics:
Nurse practitioners who serve in emergency departments, accident and emergency departments, and community hospitals’ casualty units Nursing in ophthalmology Dermatology Nursing Consultation through the Telephone Providing care for people who suffer from epilepsy Providing medical attention to diabetic individuals Control of infectious diseases Tissue viability Caring for aging folks
The usage of a portfolio as a method for displaying one’s level of competence is a component of each of these frameworks;
Each of these portfolios is intended to demonstrate one’s level of proficiency in a particular field. The benefit of using this strategy is that it may be work-based for the most part and focuses on determining current strengths before addressing any competency gaps that may arise.
The NES portfolio route may be broken down into the following five steps: 1. Analyze the past experience and practice, noting any existing knowledge and abilities, and compare them to the competencies that have been outlined.
Determine the amount of skill possessed, as well as any current strengths and areas for improvement. Come to an agreement on an adequate training program to address the requirements that have been indicated 4. Collaborate with a facilitator who possesses domain-specific expertise to establish objectives and develop a strategy for achieving those objectives.
You must present evidence of your accomplishments in the form of a portfolio of evidence. You may obtain a portfolio in addition to the comprehensive collection of competency frameworks by visiting http://www.qacpd.org.uk.
In addition, the RCN has established a variety of competency frameworks, all of which may be seen on their website at http://www.rcn.org.uk. In addition, recent work on developing multi-disciplinary primary care out of hours services was recently published by NHS Education for Scotland as “Out of Hours a Framework for Care.” This publication can be found online at http://www.
nes. scot. nhs. uk/multi, and it outlines a variety of competencies. Many of these competencies will be directly applicable to practice nurses, and the publication also provides direct links to appropriate educational programs to meet the competencies, where such programs already exist.
Learning via experience and participation in meaningful work Learning via work experience and other forms of experiential education have become increasingly common components of formal education programs in recent years. This trend is expected to continue.
On the other hand, each one may be utilized on its own to just as effectively build new skills and capabilities. This section investigates a range of approaches that may be used to enhance learning that is either based on experience or on work.
Mentorship A seasoned nurse might serve as a mentor to a new practice nurse or provide guidance to an existing nurse who is expanding their responsibilities. The mentor is able to promote the nurse’s personal and professional growth by promoting introspection, finding knowledge and skill gaps, and offering structured feedback, which enables the nurse to improve and expand their practice while maintaining their sense of safety and confidence.
- Shadowing The purpose of work shadowing is to provide practitioners who are undergoing professional development with the opportunity to gain knowledge and understanding about the work performed by a colleague in a position that is comparable to their own;
This will allow the practitioners to better understand their own context, situation, position, tasks, and the purpose of their job. The usefulness of this kind of learning lies in the fact that it gives the practitioner a very genuine understanding of the responsibilities associated with a particular profession.
- Secondment It is helpful for nurses to participate in secondments so that they may get vital experience without having to leave their present employment;
- They allow for the development of new skills and certifications, as well as opportunities, and they support professional growth;
Because of the potential worth of the skills that may be obtained and given back to the practice, practices ought to look favorably upon these opportunities and give them positive consideration. An examination of significant events The new Quality and Outcomes Framework of the GMS provides incentives for practices that carry out significant event reviews.
Involving practicing nurses in the process will not only contribute to the overall education of the team but will also present a variety of different professional viewpoints about an incidence. Case Review Learning activities such as problem or random case analysis are frequently utilized throughout general practitioner (GP) registrar training.
It is frequently carried out in an unofficial capacity with the participation of GP partners, registrars, and peers. This is a great learning tool that may both foster collaborative learning and contribute to the identification of learning requirements.
- Auditing based on practices;
- The practice of auditing is a helpful way of thinking about clinical and operational difficulties that arise within the team;
- The process of reviewing the results gives a beneficial chance for the team to learn together and also highlights the requirements for more learning that either the team or individual members have;
Independent Study or Self-Study Learners who engage in self-directed learning are those who take the initiative and are responsible for their own education throughout the duration of the process. It does not call for any kind of formal instruction and may be aided by a variety of different ways and resources.
For those interested in acquiring knowledge, the internet is an invaluable resource. The following is a list of several educational materials that are available on the internet and might be of use to practicing nurses.
Although it does not cover every possible topic, it is a good starting place for both education and reference. Clinical Supervision The concept of reflective practice is one that may be used to explain the foundation of ongoing professional growth. The nurse will be better able to recognize learning opportunities and assess her or his existing practice if they participate in reflective practice.
- In addition to this, one’s self-awareness and confidence will both increase, and it will also be easier to assess one’s existing methods;
- Background information on reflective practice can be found in the NHS QIS publication “A Practical Guide for Nurses and Midwives Working Towards The Quality Practice Award” (http://www;
nhshealthquality. org/nhsqis/files/qpaguide. pdf), which can be found at the following website: One technique to show that one has learned anything is to keep a journal in which one records their reflections on events and behaviors that they have experienced.
It is essential that reflective journals be kept private for the individual using them; nonetheless, the recurring topics and concerns that are brought up can serve as a helpful foundation for supporting clinical supervision.
The ability for nurses to reflect on experiences with their colleagues is made possible through clinical supervision, which gives a more systematic focus on reflective learning. According to the terms of the new GMS contract, registered nurses are expected to have access to clinical supervision.
- “Clinical supervision seeks to improve standards of care by bringing together practitioners and skilled supervisors for the purpose of reflecting on practice, identifying solutions to problems, increasing understanding of professional issues, and, most importantly, enhancing the quality of care that is provided.” (NMC 2002);
Although the NMC has not made clinical supervision a statutory requirement, they strongly endorse it as a means to assist practitioners in developing skills, knowledge, and professional values throughout their career and working lives and as an important component of good clinical governance.
This is despite the fact that the NMC has not made clinical supervision a statutory requirement. In its most basic form, clinical supervision consists of regular opportunities for confidential, controlled conversation with a supervisor who is also a professional peer.
These conversations can take place either one-on-one or in small groups. There is no one model of supervision that is inherently superior or inferior; nonetheless, the NMC has outlined a number of principles that need to serve as the foundation for any system of clinical supervision:
The nurse is able to maintain and enhance standards of care via the help of clinical supervision, which is integral to practice.
The professional relationship known as clinical supervision is one that is centered on the practitioner’s actual practice and in which the practitioner is directed in their reflections by an experienced supervisor.
The method of clinical supervision need to be created by practitioners and management in accordance with the specific conditions of their respective locations. It is important for the nurse and the supervisor to establish ground rules before beginning clinical supervision so that they may approach it freely, with confidence, and with a full understanding of what is involved.
- Every practitioner need to have the opportunity to participate in clinical supervision;
- It is important that each supervisor be responsible for a reasonable number of practitioners;
- The preparation given to supervisors need to be adaptable and considerate of the particulars of the location;
Both the pre-registration and the post-registration education programs should incorporate the fundamentals of clinical supervision as well as its practical applications. It is necessary to conduct a local evaluation of clinical supervision in order to determine the extent to which it affects the quality of treatment and practice standards.
Implementing clinical supervision It would not be simple for a single practice to adopt clinical supervision on their own, assuming it were even feasible.
In order for supervision to be efficient, it is necessary for the supervisor to be someone who does not participate in the typical day-to-day working arrangements. On the other hand, the majority of NHS Boards have established clinical oversight to some degree.
It is possible that the CHP level would be the most appropriate venue for any future development of clinical supervision for practice nurses. However, it should also be made clear that clinical supervision would require active support from practices, both in the form of supporting time off for their nurses (typically an hour once every six to eight weeks), and in the form of a reciprocal agreement supporting their own nurses to supervise other practice nurses.
- Required current versions In addition to the learning requirements that are determined as part of a personal development plan, there are a number of subject areas in which all professionals require continuous updating;
The Quality and Outcomes Framework that is part of the GMS contract outlines some of these requirements. They are as follows:
Fundamentals of providing basic life support Anaphylaxis Safeguarding of children Freedom of information and protection of personal data What to do in case of fire Transferring and manipulation
Either the practices need to have processes in place to guarantee that these frequent updates take place, or they need to link into the training provided by the local NHS Board on these concerns.
What is reflection in personal and professional development?
When an individual studies the way on improving the way they operate, which might be an improvement of knowledge and understanding and/or abilities, this is an example of reflection, which is an important part of both personal and professional growth.
What are the 4 P’s of nursing?
Home Construction Guidelines The Code
Standards of professional conduct and practice for registered nurses, licensed practical nurses, and nursing assistants We are aware that the professionals on our registry are now facing a number of formidable obstacles in their work. In addition to the ethical frameworks that ordinarily direct your activity, our Code and Standards will continue to offer help to you in the form of important guiding principles that you should adhere to. In order to be eligible for registration and continue working as a nurse, midwife, or nursing associate in the United Kingdom, one must demonstrate compliance with the professional standards outlined in the Code.
- It is organized around four fundamental ideas: putting people first, being efficient in practice, guarding against risk while simultaneously fostering professionalism and trust;
- Each part includes a set of statements that, when considered as a whole, depict what constitutes sound nursing and midwifery practice;
You’ll see that we’ve made some cosmetic adjustments to the Code. This is in keeping with other adjustments that we’ve made to our visual identity to make it more approachable and contemporary, as well as to assist us in communicating with you more effectively. Importantly, the substance of the Code has not been altered in any way, which means that you can continue to use your previously printed copy even if it has been updated.
Why are professional values important in nursing?
Context: Any organization of professionals should have core norms that are referred to as professional values. Members of a certain profession are said to adhere to these principles since they serve as both a guideline and a motivator for their professional actions .
According to Weis and Schank, professional values are a set of standards for behavior that are recognized by professional groups and people. These standards are used to assess an individual’s or organization’s integrity.
In addition, individuals need to have professional values that they adhere to in order to strengthen both their professional identity and their performance . Personal values, which are in turn shaped by factors such as family, culture, environment, religion, and ethnicity, are the bedrock upon which professional values are built.
The acquisition of such values is a process that is progressive and evolutionary, and it takes place over the course of an individual’s lifetime . As the largest group in the health care industry, registered nurses hold well-known and significant professional values.
The application of these principles in nursing practice led to improvements in the quality of care provided to patients, the occupational satisfaction of nurses, the number of nurses who remained in the profession, and their commitment to the organization [4, 5].
When it comes to dealing with ethical issues in the modern day, nurses can draw on their professional beliefs as a resource to help them become more ethically competent in clinical settings . Although the majority of nurses are aware of ethical concerns, they do not make use of this knowledge in their clinical work.
In addition, in many instances, they do not have sufficient authority and support to exhibit their response in this respect , or they are unaware of the significance of it . Therefore, upholding professional principles is one way to address the challenges facing the nursing profession today .
Complicated concerns that result in ethical challenges for nurses include globalization, migration, nursing shortage, new illnesses, an aging population, and the desire for high-quality treatment . As a result, it is required of them to be familiar with professional values and to incorporate those values into their decision-making processes whenever they are faced with ethical challenges [10, 11].
The term “acquisitive” refers to anything that is learned either directly or indirectly via the experience of seeing the actions of others [12, 13]. After receiving an education in the classroom, nurses are primarily impacted in the formation of their professional values by specialists in the field, colleagues, circumstances involving patient care, and the values of their organizations [14, 15].
According to the findings of a number of research that have been conducted on professional values in a variety of nations, the differences in professional values do not reside in the priority or nature of the values themselves.
[10, 16] These studies have shown that the differences in priorities might be due to the cultural, social, economic, and religious conditions that people find themselves in. For instance, Rassin’s research in Israel showed that priority values varied among nursing students of different ethnic groups .
[Citation needed] According to the findings of a study that was carried out by Shahriari et al. and titled “Ethical values seen by nurses,” it was discovered that Iranian nurses, because of the religious beliefs they have, lay a greater priority on maintaining the dignity of their patients .
The results of two further studies [2 and 18] demonstrated that it is critical for nurses to have a solid understanding of the professional values that guide their profession as well as the ways in which these values shape the way they practice nursing.
- In addition, a few other studies found that nurses have a low knowledge and awareness of professional values, do not put these values into action to shape their ethical thinking, and instead rely solely on their own personal experiences or the culture of the organization as the basis for their ethical responsibility and commitment [19, 20];
As a result, it is essential to collect primary data on the extent to which registered nurses in various clinical settings are conscious of the professional ideals to which they adhere. Furthermore, by examining the nurses’ perspectives on the significance of professional values in a variety of settings and cultures, healthcare managers would be better able to recognize the differences in the value systems of professional individuals, which would allow them to design an appropriate working environment for nurses .
- In addition, the complexity that comes with improved healthcare raises the need of doing research and supplying the fundamental knowledge that is required for teaching in the area of professional values and ethics;
The purpose of this particular study was to evaluate the significance of professional values from the point of view of clinical nurses.
What are the 5 C’s in nursing?
In this introductory work, the author provides an abstract that discusses how nurses might include eight aspects of compassion into nursing care for patients who are terminally ill. Compassion, competence, confidence, conscience, commitment, courage, culture, and communication are some of the facets of care that come to mind while thinking about these components.
Simone Roach’s five Cs of caring have been expanded upon by three more Cs to create the Eight Cs of caring. Knowledge, abilities, and experience are what set caring apart from other professions, according to Roach (1993), the man who coined the Five Cs (compassion, competence, confidence, conscience, and commitment).
In this section, I build upon Roach’s work by putting up three more Cs (Courage, Culture and Communication). The idea of holistic treatment, which takes into account a patient’s entire physiological, psychological, emotional, spiritual, and cultural makeup, serves as the paper’s organizing principle.
How does Reflective practice improve personal and professional development?
Both enhancing one’s own self-awareness, which is an essential quality of emotionally intelligent people, and gaining a deeper comprehension of the perspectives and experiences of others may be greatly facilitated by engaging in reflective practice. In addition to helping you build your creative thinking abilities, reflective practice fosters active participation in the processes of the work that you do.