PubMed · 5199936
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W de Heij. 1970-04-28. [Utopia; a teaching experiment].. https://pubmed.ncbi.nlm.nih.gov/5199936/
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The professional self-concept of nurses is an important component in the professional and academic development of the nursing profession. Few studies have concentrated on the careful development of the construct of professional self-concept in nurses, using a nursing sample, and particularly an Australian sample. This study focuses on a pilot group of nurses from the Hunter Region of New South Wales to develop the multi-dimensional construct professional self concept of nurses. A 56 item instrument using Likert scales was developed to measure the constructs flexibility/creativity, knowledge, skill/competence, caring, communication, leadership and satisfaction. The instrument was administered to 170 third year students enrolled in a Diploma of Applied Science (Nursing) and the results subjected to item analysis, factor analytical studies, and reliability estimates. Three factors emerged which accounted for 40% of the variance in responses constituting the professional self-concept of nurses: 'professional practice' (incorporating the dimensions leadership, skill and flexibility), 'satisfaction', and 'communication'. The study contains suggestions for the further use and research implications for a 27 item instrument for measuring the professional self-concept of nurses which has demonstrated validity and reliability.
An Australian school of nursing's attempt to introduce an evaluation process required by management for clinical educators involved in undergraduate preregistration education is discussed. Reliance on student feedback and clinical agencies' perceptions of the quality of teaching were seen as inadequate mechanisms for evaluation. The evaluation process adopted incorporated observation of the educators together with self-reflection on their performance. We conclude that post-briefings were poorly used and generally not reflective. Educators relied heavily on their clinical skills and used a limited range of teaching strategies. Whilst evaluation of clinical educators was time consuming and therefore costly, it is argued that it is essential to the integrity of the course. The evaluation process has provided direction for support and development of clinical educators within the context of the curriculum.
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