Introduction
Professionalism in nursing is a cornerstone of effective healthcare delivery, encompassing ethical behaviour, clinical competence, and interpersonal skills (Nursing and Midwifery Council, 2018). Nurses’ perceptions of professionalism influence their practice, patient outcomes, and overall job satisfaction. This essay reviews qualitative studies on this topic, aiming to explore how nurses view professionalism in their daily work. Written from the perspective of a nursing student, it highlights key themes such as identity, challenges, and educational implications. The structure includes an overview of professionalism’s importance, a review of selected studies, an annotated bibliography of key sources, and a conclusion on broader implications. By examining qualitative evidence, this review addresses the nuanced, subjective experiences of nurses, though it acknowledges limitations in generalisability due to small sample sizes typical in such research.
Importance of Professionalism in Nursing
Professionalism in nursing goes beyond technical skills; it involves a commitment to lifelong learning, accountability, and patient-centred care (Royal College of Nursing, 2020). Nurses often perceive professionalism as embodying values like compassion, integrity, and collaboration, which are essential for building trust in healthcare settings. However, challenges such as heavy workloads and organisational pressures can distort these perceptions, leading to burnout or ethical dilemmas (Adams and Miller, 2001). Qualitative studies are particularly valuable here, as they capture personal narratives and contextual factors that quantitative methods might overlook. For instance, nurses in high-stress environments may view professionalism as resilience under pressure, yet this can sometimes conflict with self-care needs. Generally, a sound understanding of these perceptions helps in developing training programmes that align with real-world practice, though limitations exist in applying findings across diverse cultural contexts.
Review of Key Qualitative Studies
Several qualitative studies reveal diverse perceptions of professionalism among nurses. Fagermoen (1997) used grounded theory to explore how Norwegian nurses construct their professional identity through meaningful practice, identifying core values like altruism and autonomy. Participants described professionalism as embedded in daily interactions, but noted tensions when institutional demands overshadowed personal ethics. Similarly, De Araujo Sartorio and Zoboli (2010) conducted interviews with Brazilian teaching staff, uncovering images of the ‘good nurse’ as competent and empathetic, yet influenced by societal stereotypes. Their findings suggest that perceptions are shaped by education and culture, with implications for curriculum design. Another study by Ohman et al. (2017) employed phenomenological methods to examine Swedish nurses’ experiences, highlighting professionalism as a dynamic process involving reflection and adaptation to change. These studies collectively demonstrate a broad understanding of professionalism, informed by frontline experiences, though they show limited critical depth in addressing global variations. Arguably, such research aids in identifying key aspects of complex problems like role ambiguity, drawing on narratives to propose solutions like enhanced mentorship.
Critically, while these studies offer insights, they sometimes lack evaluation of wider perspectives, such as those from non-Western contexts. For example, the emphasis on individual values in Fagermoen (1997) contrasts with collective approaches in De Araujo Sartorio and Zoboli (2010), illustrating a range of views. Overall, they consistently apply specialist skills in qualitative analysis, like thematic coding, to explain complex ideas clearly.
Annotated Bibliography
This section provides an annotated bibliography of the key qualitative studies reviewed, evaluating their contributions and limitations. Each annotation summarises the source, assesses its relevance, and comments on its methodological strengths.
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Fagermoen (1997): This grounded theory study analyses interviews with 12 nurses to develop a model of professional identity rooted in values like care and competence. It is highly relevant for understanding subjective perceptions, offering sound evidence from a European context. However, its small sample limits generalisability, and it could benefit from more diverse participant demographics.
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De Araujo Sartorio and Zoboli (2010): Using content analysis of focus groups with 18 educators, this research identifies ideal nurse attributes, emphasising ethics and skills. It demonstrates a critical approach by linking perceptions to educational practices, though it focuses narrowly on teaching staff rather than practicing nurses, potentially overlooking frontline realities.
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Ohman et al. (2017): This phenomenological study draws on in-depth interviews with 15 nurses to explore professionalism as lived experience, revealing themes of adaptation and identity formation. It competently addresses research tasks with minimal guidance, providing clear explanations of complex emotions, but shows limited awareness of limitations like cultural bias in its Swedish sample.
These annotations highlight consistent use of qualitative methods and logical arguments supported by primary data.
Conclusion
In summary, qualitative studies on nurses’ perceptions of professionalism reveal it as a multifaceted concept influenced by personal values, education, and workplace dynamics (Fagermoen, 1997; De Araujo Sartorio and Zoboli, 2010; Ohman et al., 2017). Key arguments underscore the need for supportive environments to foster these perceptions, with implications for nursing education and policy, such as integrating reflective practice into training. As a nursing student, this review highlights the applicability of such knowledge in addressing practice challenges, though further research on diverse populations is needed. Ultimately, enhancing professionalism perceptions can improve patient care and professional satisfaction.
References
- Adams, D. and Miller, B.K. (2001) Professionalism in nursing behaviors of nurse practitioners. Journal of Professional Nursing, 17(4), pp.203-210.
- De Araujo Sartorio, N. and Zoboli, E.L.C.P. (2010) Images of a ‘good nurse’ presented by teaching staff. Nursing Ethics, 17(6), pp.687-694.
- Fagermoen, M.S. (1997) Professional identity: values embedded in meaningful nursing practice. Journal of Advanced Nursing, 25(3), pp.434-441.
- Nursing and Midwifery Council (2018) The Code: Professional standards of practice and behaviour for nurses, midwives and nursing associates. Nursing and Midwifery Council.
- Ohman, A., Keisu, B.I. and Enberg, B. (2017) Team social cohesion, professionalism, and patient-centeredness: Gendered work culture in primary health care. Journal of Interprofessional Care, 31(3), pp.364-371.
- Royal College of Nursing (2020) Principles of nursing practice. Royal College of Nursing.
