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Results for “Professional Role”

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At least 19 recordsLinked to original sources
PubMed1990

Role conceptions and professional role discrepancy among baccalaureate nursing students employed as nurse's aides.

It was hypothesized that more experience working as a nurse's aide would be associated with lower professional role conception and higher bureaucratic role conception scores as well as with a higher professional role discrepancy score. Senior baccalaureate nursing students (N = 117) were grouped into four levels according to hours of nurse's aide experience. An instrument designed by this investigator measured role conceptions and role discrepancy. The hypotheses were not supported. The mean professional role conception score of all students who had had nurse's aide experience was higher than that of students without such experience.

Adult↗
PubMedDate not supplied

Predicting nurses' organizational and professional identification: the effect of nursing roles, professional autonomy, and supportive communication.

Recruiting and retaining qualified nursing staff is of growing importance to today's hospital and nurse leaders. Findings from a survey completed by 190 RNs at a major teaching hospital revealed that nursing roles, professional autonomy, and supportive communication were differentially related to the nurses' organizational and professional identification. Professional autonomy was by far the strongest predictor of nurse identification, followed by manager and co-worker support. Co-worker support and traditional nursing roles predicted nurse professional identification, but neither traditional nor collaborative roles predicted nurses' identification with their organization. Communication strategies intended to help executives retain qualified nursing staff are presented.

Communication↗
PubMed1981

Successful urban-to-rural professional role transition.

Mental health professionals who move from urban to rural environments to seek changes in lifestyle frequently experience stress in making personal and professional role transitions. Difficulty in making role transitions is a factor that adversely affects the rate of professional retention in the rural mental health field. This article reviews the sociological variables known to affect the ease of transition into new roles utilizing typical rural situations and practice examples to highlight the application of role transition theory to rural practice. The article concludes with recommendations to rural MHC administrators on ways to improve screening procedures for urban job applicants and ways to facilitate the urban professional's transition to rural life.

Attitude of Health Personnel↗
PubMed2000

Substance abusers: role of personal and professional role traits in caregivers' causal attributions.

Substance abuse continues to be a major health problem compounded by caregivers' negative attitudes toward these patients. We investigated attributions 55 primary care physicians and 315 senior medical students make toward substance abusers. Half of both groups expressed negative causal attributions, with women slightly less negative than men. Mental models based on LISREL regression coefficients showed that higher negative attributions by both physicians and students were related to their increased authoritarianism and depressed mood. Medical students choosing careers in primary care specialties, including psychiatry, expressed a less negative attributional style toward substance abusers than those students entering nonprimary careers. Health professional educators may find that using attribution theory to redefine successful outcomes in management of substance abuse can result in better attitudes for caregivers.

Adult↗
PubMedDate not supplied

The development of a professional role orientation inventory.

This paper describes the development and testing of the Professional Role Orientation Inventory, a 40-item Likert-type instrument designed to assess a dentist's perception of his or her professional role. The test includes four 10-item scales representing four attitudinal dimensions: Authority, Responsibility, Agency, and Autonomy. The study describes differences between and among groups of professionals and dental students who took the test. Responses to the various scales suggest that practitioners do have different conceptualizations of their professional role, though these conceptions vary somewhat from the various models of professionalism described in the literature.

Decision Making↗
PubMedDate not supplied

Graduate nurses' experiences of interactions with professional nursing staff during transition to the professional role.

As new members of the nursing profession, graduate nurses (GNs), in their transition to the professional role, have a variety of experiences with registered nurses. These experiences give rise to diverse thoughts and emotional responses that may have a significant impact on nurses' own professional development and socialization to the professional role. Literature documenting GNs' perceptions and feelings regarding their orientation to the professional role is scarce. This study involved 16 nurses' descriptions of their own experiences, thoughts, and feelings that arose from interactions with nurse colleagues during their first year of professional nursing practice. There was a lack of consistency regarding the way in which GNs were assisted in this important transitional teaching and learning experience. Understanding GNs' perceptions of the process of transition to the professional role holds tremendous value for nursing education. This understanding could serve as a guide in the development of positive and appropriate orientation strategies as we strive to imbue nursing graduates with the professional values, attitudes, and behaviors that are essential in achieving outcomes reflective of quality patient care.

Adaptation, Psychological↗
PubMed2004

Factor analysis as a tool for survey analysis using a professional role orientation inventory as an example.

BACKGROUND AND PURPOSE: The purpose of this article is to illustrate how confirmatory factor analysis can be used to extend and clarify a researcher's insight into a survey instrument beyond that afforded through the typical exploratory factor analytic approach. The authors use as an example a survey instrument developed to measure individual differences in professional role orientation among physical therapists, the Professional Role Orientation Inventory for Physical Therapists (PROI-PT). SAMPLE: Five hundred three physical therapists responded to a mail survey instrument that was sent to a random sample of 2,000 American Physical Therapy Association members. METHODS: An adapted version of the Professional Role Orientation Inventory, a 40-item Likert-scale instrument developed to assess professional role orientation on 4 dimensions (authority, responsibility, agency, and autonomy), was used. Exploratory and confirmatory factor analyses were used to examine the factorial validity of the PROI-PT. RESULTS: Exploratory factor analysis served as a starting point for examining the factor structure of the instrument. Confirmatory factor analysis then was used to test the hypothesized factor structure and to suggest refinements to the PROI-PT that would improve a psychometric property (internal consistency). DISCUSSION AND CONCLUSION: Although further refinement of the PROI-PT is needed, an instrument that yields valid and reliable measurements of individual differences in professionalism among physical therapists could further our understanding of the psychosocial aspects of physical therapist practice. Exploratory and confirmatory factor analyses can be used by researchers who study various psychosocial constructs in physical therapy.

Adult↗
PubMed2001

Development of the professional role behaviors survey (PROBES).

BACKGROUND AND PURPOSE: This study examined the content validity, internal consistency, and underlying dimensions of the Professional Role Behaviors Survey (PROBES) for its use in future research. METHODS: Using the 26-item PROBES, 253 clinical managers reported on the direction and magnitude of change in the role behaviors of physical therapists following hospital restructuring. RESULTS: Descriptive and correlational statistics of the responses indicated that the nature of the role behavior changes was consistent with those identified in the literature and that the survey instrument had good internal consistency. A principal component factor analysis yielded 5 underlying role behavior dimensions: "evaluating and planning," "productivity," "interacting," "information sharing," and "administration/clinical." This factor structure was found to provide a good fit with role classification schemes and a clear differentiation of physical therapist role behaviors. In addition, the finding supports viewing the professional role behaviors as a single construct rather than as multiple constructs. DISCUSSION AND CONCLUSION: The PROBES was found to have good content validity and internal consistency. It provides a useful tool for the study of the changing roles of professional practitioners and a link in the study of the effect of organizational change on organizational outcomes such as job satisfaction and organizational commitment.

Behavior↗
PubMedDate not supplied

Role socialization of graduating student nurses: impact of a nursing practicum on professional role conception.

This study examined graduating student nurse role conception changes that occurred during a concentrated clinical preceptorial. A Nursing Role Conceptions Questionnaire was administered to nursing students before (n = 44) and immediately after (n = 41) a 4-week Nursing Practicum; to the students' staff nurse clinical teaching associates (n = 34); and to nursing program faculty (n = 18). Respondent perceptions of ideal nursing behaviors and actual nursing behaviors within three major nursing roles (professional, service, and bureaucratic) were identified and differences between ideal and actual scores (role discrepancy) were calculated. Findings showed that student role orientation in selected areas changed from a faculty role orientation to a staff nurse role orientation over the 4-week period. The Practicum seemed to effectively facilitate role socialization of graduating student nurses into the work setting, easing the necessary transition from education to practice.

Education, Nursing↗
PubMed1981

Helping community mental health work: a model for the professional role of liaison.

Community mental health centers were created to provide mental health services within the community. However, these centers have had difficulty delivering community-based services and have, all too often, become isolated from the communities they serve. A model for the role of professional liaison is presented. The liaison model is seen as providing a solution to service delivery problems by acting as an adjunctive agency providing broadly based referral and linking services between agencies in the community. Essential features of the liaison role include an ecological perspective, indirect service delivery, an emphasis on liaison role rather than technique, and the inappropriateness of advocacy.

Community Mental Health Centers↗
PubMed2003

New roles: professional staff sharing between a hospital and an academic library.

Childrens Hospital Los Angeles is a pediatric hospital and research institute affiliated with the Keck School of Medicine of the University of Southern California (USC). Historically, the library at Childrens Hospital was staffed by a hospital-employed librarian. In 1999, the library position was outsourced to USC's Norris Medical Library. The new position is staffed by a librarian who divides her time equally between two locations: the Childrens Hospital Library and the Norris Medical Library. This staff sharing arrangement has three primary goals: increase the collaboration between the libraries; improve access to resources and library staff expertise; and provide faster document delivery service to the Childrens Hospital library. This paper presents the details of the position, and addresses the pros and cons for both libraries and the librarian.

Academic Medical Centers↗
PubMedDate not supplied

Mentorship and professional role development in undergraduate nursing education.

Mentoring is a positive method for promoting professional development; however, there is little information in the literature addressing the use of mentoring with baccalaureate nursing students. Because professional socialization is a critical component of baccalaureate nursing education, mentoring would be an optimal methodology. The authors describe how a mentorship program combined with a professional role development course was integrated into a BSN nursing program. The evolution of the faculty-student mentorship program and the professional role development course is presented.

Education, Nursing, Baccalaureate↗
PubMed1990

The nurses transmissions of the professional role to students in nursing education.

In the reformed nursing education, introduced in Sweden in 1982, the emphasis is placed on nursing as the nurse's distinguishing characteristic. The profession comprises many coexisting functions, one of which is to transmit the professional role to the student of nursing. With the aim of acquiring knowledge concerning this transmission we analysed one topic of a questionnaire which was sent to the nurses at surgery clinics. This material was processed qualitatively. The answers crystallised into two categories discerning how the role is transmitted: (A) Conscious Approach, (B) Unconscious Approach. The results show that most of the nurses acted in a conscious manner, i.e. in a form of active influence on the students, in their transmission of the professional role. The unconscious approach, with a vague perception of, and therefore vague transmission of, the professional role is frequent.

Adult↗
PubMed2005

Hereditary nonpolyposis colorectal cancer family members' perceptions about the duty to inform and health professionals' role in disseminating genetic information.

This study's aim was to ascertain hereditary nonpolyposis colorectal cancer (HNPCC) families' views on the duty to inform with particular focus on the role of health professionals in disseminating familial genetic information. Eighty members of 16 families with a clinical or molecular diagnosis of HNPCC completed qualitative interviews regarding views on family members' right to know and who should disseminate familial genetic information. Most indicated that everyone in the family should know about the presence of a mutation in the family, with family members themselves being the preferable informant, supported by health professionals who were seen as helpful in overcoming barriers. All but one respondent indicated that if a parent did not test and presumably did not inform his/her child about the family mutation, the child should be informed by other family members or by a health professional. Many were attuned to confidentiality concerns, but judged them to be outweighed by the importance of family members knowing about the mutation and undertaking proper surveillance. Respondents were more private about the disclosure of individual results to other family members, clearly distinguishing personal results from familial genetic information. These families with a hereditary colon cancer syndrome favor open sharing of genetic information within the family, and desire the supportive involvement of health care professionals in disseminating genetic information.

Adult↗
PubMed1995

Changes in midwives' attitudes to their professional role following the implementation of the midwifery development unit.

OBJECTIVE: to examine changes in midwives' attitudes to their professional role following the implementation of the midwifery development unit (MDU). DESIGN: prospective cohort study. SETTING: the MDU is based at a major teaching hospital in Glasgow, UK. The MDU midwives provide care via a new self-rostering system which is intended to improve continuity of care. Midwives aim to provide total care for each woman from the antenatal period through delivery and the postnatal period. PARTICIPANTS: 21 midwives who joined the MDU were compared with a group of 64 midwives at the hospital who were also eligible and who continued in their usual pattern of work (non-MDU midwives). MEASUREMENTS: an audit questionnaire was distributed to MDU and non-MDU midwives prior to the implementation of the unit and about 15 months afterwards. In addition, the MDU midwives were sent the questionnaire every three months. Extra questions were added at each time period in order to identify specific problems. This information was then fed back to the midwifery management team to aid in the planning and implementation of the care programme. FINDINGS: the MDU midwives experienced a significant positive change in attitudes; no significant change was evident for the non-MDU group. There was no evidence of increased stress in the MDU midwives. In general, both groups of midwives had positive attitudes towards the unit and felt that MDU-style care had a role to play in the future provision of maternity care. A number of areas of concern were also highlighted, such as the system of liaison with colleagues. CONCLUSIONS: innovative models of midwifery care such as an MDU can have a positive impact on midwives' attitudes towards their professional role. IMPLICATIONS FOR PRACTICE: if change is managed in a systematic manner which involves the midwives, it may be possible to increase midwives' professional satisfaction, while at the same time minimising any negative effects such as increased stress.

Adult↗