Document Type : Original Article
Authors
1 Department of Nursing, North Khorasan University of Medical Sciences, Bojnurd, Iran
2 Educational Psychology, Faculty of Educational Sciences and Psychology, Ferdowsi University of Mashhad, Iran
3 Department of Biostatistics, School of Health, Mashhad University of Medical Sciences, Mashhad Iran
4 Social Determinants of Health Research Center, Mashhad University of Medical Sciences, Mashhad, Iran
5 Nursing and Midwifery Care Research Center, Department of Medical-Surgical Nursing, School of Nursing and Midwifery, Mashhad University of Medical Sciences, Mashhad, Iran
Abstract
Background: The journey to nursing professionalism is a constantly progressing process. The present study aimed to explain the experiences of nursing students and faculty members regarding the unseen consequences of the hidden curriculum for nursing professionalism.
Methods: In this qualitative study, 25 nursing students and faculty members at Mashhad University of Medical Sciences were selected and interviewed based on purposive sampling. After data collection, all the recorded interviews were transcribed and reviewed, and their subcategories, categories, and themes were extracted using the qualitative content analysis approach proposed by Graneheim and Lundman.
Results: A total of 1382 initial codes and two main themes were extracted from the interviews. The obtained categories were non-constructive and destructive clinical environment, unfavorable educational environment, the gap between theory and practice, inappropriate role model, neglect of scientific nursing knowledge, loss of professional values, undervaluing nursing professionalism, favorable clinical environment, favorable faculty environment, and faculty member as an effective role model.
Conclusion: Professional behaviors have significant impacts on professionalism in nursing. There is a significant gap between the current nursing practice and professional nursing in some aspects. Therefore, it is important to consider all consequences of the hidden curriculum to achieve professionalism.
Highlights
Hadi Abbaspour (Google Scholar) (PubMed)
Hossein Karimi Moonaghi (Google Scholar) (PubMed)
Hossein Kareshki (Google Scholar) (PubMed)
Habibollah Esmaeili (Google Scholar) (PubMed)
Keywords
References
- Bimray P, Jooste K, Julie H. Professionalism experiences of undergraduate learner nurses during their 4-year training programme at a Higher Education Institution in the Western Cape, South Africa. Curationis. 2019;42(1):e1-e8. doi: 4102/curationis.v42i1.2030.
- Berg JA, Ruppert SD. Fostering promotion and protection of the professional nurse practitioner role: a call to action. J Am Assoc Nurse Pract. 2019;31(1):3-5. doi: 1097/jxx.0000000000000180.
- Park HK, Jeong YW. Impact of nursing professionalism on perception of patient privacy protection in nursing students: mediating effect of nursing informatics competency. Healthcare (Basel). 2021;9(10):1364. doi: 3390/healthcare9101364.
- Shen Y, Xie W, Wang X, Qu J, Zhou T, Li Y, et al. Impact of innovative education on the professionalism of undergraduate nursing students in China. Nurse Educ Today. 2021;98:104647. doi: 1016/j.nedt.2020.104647.
- Lee JJ, Yang SC. Professional socialisation of nursing students in a collectivist culture: a qualitative study. BMC Med Educ. 2019;19(1):254. doi: 1186/s12909-019-1690-z.
- Rahiminia E, Ahmady S, Rahiminia H. Exploring undergraduate public health students’ experiences of internship courses: a qualitative study. J Qual Res Health Sci. 2021;10(1):312-20. doi: 22062/jqr.2021.91601.
- Rahimi F, Hasanpour Dehkordi A, Motarefi H. Nursing students’ viewpoints on teacher evaluation in Urmia University of Medical Sciences, Iran: content analysis. J Qual Res Health Sci. 2020;5(3):296-304.
- Lindgren BM, Lundman B, Graneheim UH. Abstraction and interpretation during the qualitative content analysis process. Int J Nurs Stud. 2020;108:103632. doi: 1016/j.ijnurstu.2020.103632.
- Lincoln YS. Emerging criteria for quality in qualitative and interpretive research. Qual inq. 1995;1(3):275-89. doi: 1177/107780049500100301.
- Tanaka M, Taketomi K, Yonemitsu Y, Kawamoto R. Professional behaviours and factors contributing to nursing professionalism among nurse managers. J Nurs Manag. 2016;24(1):12-20. doi: 1111/jonm.12264.
- Mirzaei R, Borhani F, Fasihi Harandi T. Nursing students perception of clinical learning environments: a qualitative study. J Qual Res Health Sci. 2020;4(1):1-11.
- Nazari H, Vedadi A, Rabiee Mondajin MR. Outsourcing in university hospitals to provide a policy formation model: a meta-synthesis. J Qual Res Health Sci. 2021;10(3):186-96. doi: 22062/jqr.2021.91696.
- Diogo P, Caeiro MJ, e Sousa OL, Rodrigues J. The support role in clinical supervision of nursing students: determinant in the development of emotional skills. Acad J Educ Res. 2016;4(5):75-82. doi: 15413/ajer.2015.0118.
- Yekefallah L, Dehghankar L, Shafaee M, Mohamadi S, Moradi M. ICU students’ experiences of an effective clinical instructor: a phenomenological study. J Qual Res Health Sci. 2021;10(2):124-33. doi: 22062/jqr.2021.193588.0.
- Snow F. Creativity and innovation: an essential competency for the nurse leader. Nurs Adm Q. 2019;43(4):306-12. doi: 1097/naq.0000000000000367.
- Mpangane EA, Makhene A, Ally H. Experiences of student nurses on role modelling of a therapeutic approach by registered nurses: recommendations for improvement. Curationis. 2021;44(1):e1-e7. doi: 4102/curationis.v44i1.2168.
- Gao L, Lu Q, Hou X, Ou J, Wang M. Effectiveness of a nursing innovation workshop at enhancing nurses’ innovation abilities: a quasi-experimental study. Nurs Open. 2022;9(1):418-27. doi: 1002/nop2.1080.
- Ghadirian F, Salsali M, Cheraghi MA. Nursing professionalism: an evolutionary concept analysis. Iran J Nurs Midwifery Res. 2014;19(1):1-10.
- Felstead I. Role modelling and students’ professional development. Br J Nurs. 2013;22(4):223-7. doi: 12968/bjon.2013.22.4.223.
- Tabatabaei A, Abbaszadeh A, Mohamadnejad E. Nursing and professionalism: perception of cardiac care unit nurses. J Qual Res Health Sci. 2020;4(1):87-97.
- Sarraf-Yazdi S, Teo YN, How AEH, Teo YH, Goh S, Kow CS, et al. A scoping review of professional identity formation in undergraduate medical education. J Gen Intern Med. 2021;36(11):3511-21. doi: 1007/s11606-021-07024-9.
)