As pharmacy students, we learn that the quality of patient care we provide is linked to the quality of our professionalism. Professionalism begins as a university student, to build ourselves to be professional practitioners. Professionalism is not only the act of having to make judgments on uncertainties that we face, professionalism can be the way one carries themselves. According to (Tipton, 2014) professionalism is built upon an individual’s core values, centralized on the willingness to serve a patient’s best interest at all times, fulfilling society’s health needs, commitment towards improving oneself, attitudes inclusive of accountability, compassion, empathy alongside social respect for society will be portrayed by individuals, which are commitments to high standards of behaviors such as paying attention to appearance and being courteous of others through being punctual. Professionalism is not an act, instead, it should be habitual. Professionalism is therefore a continuous process of learning and improving.
In university, pharmacy students are introduced to professionalism through the values and attitudes, and behaviors of pharmacy. Demonstrated through academic integrity, which is necessary for pharmacy students to exhibit professionalism in university studies. Academic integrity helps to foster the important concepts of core values. Which are caring, honor, integrity, and duty. (Hammer et al., 2003). Academic integrity maintains the ethical and responsible aspect during the use and communication of information that is not our own. Irresponsible use of others’ information involves plagiarism, collusion, cheating, and contract cheating. Academic integrity upholds the rules of giving others due credit for their work, by properly acknowledging them through citing and referencing, this requires one to present information or thoughts in one’s own words. (Monash University, 2021). Academic integrity being practiced through my course ensure I produce original work and give acknowledgment to the sources I have used, it allows me to hone my ability to complete individual tasks, without seeking help to avoid collusion or cheating. This will allow me to build the core values I need for future work as a practicing pharmacist.
Religion can be used as a comparison to professionalism. There are certain codes of conduct and hierarchy in religion that relate to professionalism. Just as how when a person enters a new job, they receive information on a profession’s customs, dos and don’ts, and how to conduct themselves overall to coincide with the rest of the team. (Tipton, 2014). Values and behaviors will not be facilitated overnight, it comes with experience such as learning to empathize and handle situations under immense pressure. Hence the commitment to self-improvement is considerable for building the core values. Certain behaviors might be simpler than some, such as punctuality, paying attention to appearance, being attentive to patient’s concerns, and acting courteously. (Hammer et al., 2003). I display my respect to lecturers and others through punctuality to classes, as well as dressing appropriately to avoid others from feeling uncomfortable. I have learned to improve on accountability during workshop classes, whereby everyone has a role with tasks delegated, to collaborate and contribute during discussions. As well as being responsible for mistakes made, owning up to them, and learning from them.
In conclusion, my professionalism as a university student is regarded through my ability to adhere to the core values and attitudes of a professional. This includes the competency of myself to account for my responsibilities, mistakes, and priorities. The academic integrity module will continue to assist me in my learning period regarding the importance of professionalism as a pharmacy student.
The word professionalism has been a topic of research for many years. It has many angles and multiple definitions. In many areas like sports, music, etc. a professional would be a person whose skills and talent would be higher than an amateur. Moreover, professionals in the “classic” fields of law, medicine, and theology have codified rules and expectations for behavior developed over many centuries (Hart & Marshall, 1992).
While teachers may sometimes not consider professionals by society. However, their roles in enhancing society cannot be underestimated. In fact, the classroom teacher is arguably the single most important individual in directing student success. Although authors such as Stronge and Tucker (2000) agree that the teacher is the most important school-based factor in student achievement, there remains uncertainty about what comprises “effective” or “professional” teaching.
Considering the larger picture in literature, Hargreaves has presented the development of professionalism as passing through four historical ages in many countries—the ‘pre-professional’ (managerially demanding but technically simple in terms of pedagogy); the ‘autonomous’ (marked by a challenge to the uniform view of pedagogy, teacher individualism in and wide areas for discretionary decision making); ‘collegial’ (the building of strong collaborative cultures alongside role expansion, diffusion, and intensification); and the ‘post-professional’ (where teachers struggle to counter centralized curricula, testing regimes and external surveillance, and the economic imperatives of marketization) (Hargreaves, 2000a, p. 153).
In this essay, I would be analysis professionalism as an important aspect of education. I will also be considering the challenges and opportunities to exhibit professionalism in the field of education.
What is professionalism
In 1975 Hoyle explained professionalism as ‘those strategies and rhetorics employed by members of an occupation in seeking to improve status, salary and conditions’ (p. 315)
Professionalism is a multidimensional concept (Evans, 2008). The concept of professionalism has had a metamorphosis throughout history through the interpretations created from social and political contexts (Hilferty, 2008). Critical analyses of professionalism do not stress the qualities inherent in an occupation but explore the value of the service offered by the members of that occupation to those in power.’ Troman (1996, p. 476). Professionalism is not an absolute or an ideal but is an ‘a socially constructed, contextually variable and contested concept … defined by management and expressed in its expectations of workers and the stipulation of tasks they will perform. Congruent with this are Gleeson et al.’s (2005, pp. 445-446) highlighting of contextual relevance to conceptualization, and Holroyd’s (2000, p. 39)
As I interpret this is that professionalism is not a social-scientific requirement, however, it has undergone a major change depending on the need and requirements of the times. Professionalism in modern society refers to ideas, aspirations, moral duties, rules of conduct, and practice. Professional individual holds a prestigious position in society as the service they provide is vital to those who receive it. Professionals not only provide the service but also make profound decisions that affect a vast variety of people without their consent or knowledge. They make these decisions based on their vision and expertise for creating a better society. The service provided by the professionals is highly appreciated and valued and hence they receive respect and status in society.
Is it appropriate to regard teachers as professionals?
As mentioned earlier and from some of the definitions in the literature about professionalism suggests that professionalism is the improvement of status, salary, and conditions (Evans, 2008). This is true in the teaching profession career. There is a progression in salary and status from trainee teachers, newly qualified teachers to experienced teachers. There is a great amount of mentoring support for trainee teachers or newly qualified teachers so they to enhance their skills and knowledge.
Sachs (2003) identifies two contrasting forms of professional identity: (1) Entrepreneurial, which she identifies with efficient, responsible, accountable teachers who demonstrate compliance to externally imposed policy imperatives with consistently high-quality teaching as measured by externally set performance indicators. This identity may be characterized as being individualistic, competitive, controlling and regulative, externally defined and standards-led: and (2) Activist, which she sees as driven by a belief in the importance of mobilizing teachers in the best interests of student learning and improving the conditions in which this can occur. In this identity, teachers will be primarily concerned with creating and putting into place standards and processes that give students democratic experiences.
The former, she argues, is the desired product of the performativity, and managerialism agendas while the latter suggests inquiry-oriented, collaborative classrooms and schools in which teaching is related to broad societal ideals and values and in which the purposes of teaching and learning transcend the narrow instrumentalism of current reform agendas.
As a result of analysis and critiquing of different discourses of professionalism and professionalization in a post-modern age, Hargreaves and Goodson propose seven principles that provide an alternative to current reform agendas: (1) Increased opportunity and responsibility to exercise discretionary judgment over the issues of teaching, curriculum, and care that affect one’s students. (2) Opportunities and expectations to engage with the moral and social purposes and value of what teachers teach, along with major curriculum and assessment matters in which these purposes are embedded. (3) Commitment to working with colleagues in collaborative cultures of help and support as a way of using shared expertise to solve ongoing problems of professional practice, rather than engaging in joint work as a motivational device to implement the external mandates of others. (4) Occupational heteronomy rather than self-protective autonomy, where teachers work authoritatively yet openly and collaboratively with other partners in the wider community (especially parents and students themselves), who have a significant stake in students’ learning. (5) A commitment to active care and not just anodyne service for students. Professionalism must in this sense acknowledge and embrace the emotional as well as the cognitive dimensions of teaching and also recognize the skills and dispositions that are essential to commit and effective caring. (6) A self-directed search and struggle for continuous learning related to one’s own expertise and standards of practice, rather than compliance with the enervating obligations of endless change demanded by others (often under the guise of continuing learning or improvement). (7) The creation and recognition of high task complexity with levels of status and reward appropriate to such complexity (Hargreaves & Goodson, 1996, pp. 20–21).
In addition to a system that involves a series of rewards and achievements. By Barber’s
definition, teachers would also be considered professionals. Teachers provide an essential service to the community by educating children (Demirkasımoğlu, 2010). They follow a set standard known as the Teaching Standards (TS) (see appendix 1), which set rules and regulations that teachers are upheld against.
– Reflective Practitioner
Develop students’ ability to analyze their own values, beliefs, and ideologies and the influences that have shaped these;
Enhance students’ understanding of a range of general professional issues connected with schools and their communities, the curriculum, and teaching and learning;
Define the concepts of professionalism, reflection, and reflective practice using existing literature in this field and develop informed personal philosophies on what constitutes professionalism and reflective practice in education;
Articulate the values beliefs and ideologies that have shaped their own conceptualization of professionalism and reflection in professional practice;
Critically evaluate these values, beliefs, and ideologies and those of others and demonstrate an understanding of how they might have shaped past and present policy and practice in education and go on to shape future policy and practice;
Review existing research on education, schools, and their wider communities, the curriculum and teaching and learning, and use evidence-based practice to review their own perspectives on education;
Demonstrate an understanding of the concept of Continuing Professional Development and articulate personal aspirations for their future career.
Review a range of recent and relevant literature, using correct referencing procedures i.e. the Harvard system, and use this developing body of knowledge to inform personal practice;
Reference:
Andy Hargreaves (2000) Four Ages of Professionalism and Professional Learning, Teachers and Teaching, 6:2, 151-182, DOI: 10.1080/713698714
The development of a professional identity is crucial in any profession. This literature is based on using the information in the NMC code (2018) to explore the meaning of professionalism for nursing students. Professionalism simply means acting appropriately and acceptable manner while conforming to a professional code of conduct (Dejong, 2014). Professionalism is displayed by acting in the best interest of the patients in your care, notwithstanding the position of the caregiver or nurse at where the care is delivered. Through this, the nurse becomes a role model who inspires and brings together practice and behavior in harmony (NMC, 2018). It is necessary to understand how students experience professionalism to provide the required education experiences to promote this aspect of professional socialization (Poorchangizi et al., 2019).
The Meaning of Professionalism Using The NMC Code (2018)
The NMC code has a standard that is required to be upheld throughout the UK. The code ensures that the interest of the patients and services providers are paramount (NMC, 2018). The main core values of professionalism stated by the NMC code are to prioritize people, practice effectively, preserve safety, and promote professionalism and trust (Glasper, 2017).
Prioritise people: To maintain dignity and ensure that individual needs are assessed, recognized, and managed properly, it is important to treat service users with professionalism and ethics. A key requirement of the care process is that patients should be treated with respect and the patient’s right should be given priority above all else. (NMC, 2018).
Practice effectively: To effectively practice as a nurse, there are numerous components to consider and these include the ability to function appropriately and practice in line with the best available documentation (Finney et al., 2016). Additionally, nurses are required to perform optimal care timely while ensuring a clear line of communication with clients and conforming to the professional standards of record-keeping and data sharing (NMC, 2018).
Preserve safety: student nurses must know their limitations and skills while acting professionally. They should know when to call for help when delivering care to a patient (Royal College of Nursing, 2016). They are required to be familiar with the care processes of others and be alert to the possibility of lapses in safe care, which may have adverse effects on the patient’s well-being. They should be able to distinguish between safe and unsafe practices and be confident to report and address safety risks timeously (NMC, 2018). In any form of practice, it is critical to remember that nurses have a legal and professional obligation to be open and honest with patients about any faults in their care and treatment. A crucial component of the new Nursing and Midwifery Council Code is a professional duty of candor. (NMC, 2018).
Promote professionalism and trust: In being a professional, respecting diversity and promoting equality will ensure people receive good quality care (Care Quality Commission 2021). Always show honesty and integrity, and treat everyone equally without discriminating, harassing, and insubordination (NMC, 2018). Uphold your position as a registered nurse, cooperate with all investigations, and respond to any complaints made against you professionally (NMC, 2018).
As student nurses, being professional means that nurses maintain their NMC registration and revalidation. This highlights the importance of updating skills and maintaining professional development (O’Brien, Strzyzewski, and Szpara 2013). The Royal College of Nursing states 35 hours of continuing professional development (CPD) which must include 20 hours of participatory learning is mandatory for all UK nurses as part of the revalidation requirements (Royal College of Nursing, 2014).
Florence Nightingale was the first person to develop schools to coach new nurses on caring for the frail, being the founder of professional nursing, Nightingale could see the need for change during her generation. She was also the first to explain the importance of nursing to an uneducated group who pride themselves as nurses either by sickness from relatives or vocation. This birthed professionalism in Nursing (Egenes, 2017).
According to Sherring, (2012), Research proposes that education plays a crucial role in the idea that nursing students have of their future profession (Sherring, 2012). Nursing students describe their encounters that clinical placements may likely lead to disagreement between the realities they face in the clinical environment and what they value within their developing professional image (Grainger and Bolan, 2006). Negative experiences were likely to impact poorly on student successes while positive relationships tend to improve professional self-development. To this end, Mentors are required to use effective evidence-based support strategies to improve the professional image and build positive relationships among nursing students (Clement et al., 2016).
The professional image of a nursing student is greatly influenced by their profession’s collective professional identity. Usually, this starts from their undergraduate degree and even after being a registered nurse under the influence of professional socialization and cultural adaption of the workplace (Willets and Clarke, 2014; Johnson et al., 2012).
An investigation carried out in the United Kingdom by Clement et al., (2016) shows students’ ideas of the development of professional identity and its effects on student successes citing clinical placement experience as an influential aspect relating to student relationships with some health professionals and own self-appraisal (Clement et al., 2016). The need for socialization in nursing education cannot be overemphasized however the pivot is also required on identity development through revitalized learning mechanisms that allow students to face changes in self-understanding and self-concept to transition from nonprofessional to professional (Nurse Education, 2021). Nursing programs in higher education play a crucial role in ensuring that nursing students form a professional identity based on research, evidence-based practice, and professionalism which will inculcate these values practically to students from their first year of study.
Conclusion
In conclusion, various challenges prevent a student nurse from displaying professionalism in the practice of these values. One challenge is a deficiency in psychological knowledge and self-awareness, unfairness, and bias (Johnson et all., 2012). Nurses are currently required to acquit themselves to other professional activities that aim to promote knowledge, optimal practice, and communal values. In other words, nurses are meant to act as leaders, researchers, educators as well as care providers. These roles demand a great degree of individual knowledge, however, there could be an overlap between the roles (Parahoo, 2014). In advocating for their patient’s needs, nurses must display leadership skills and fulfill their primary care role simultaneously as stated in the code (NMC, 2018).
This paper critically reviews the concept of professionalism. Despite the best efforts by theorists to define the concept, there is no singular definition. This paper considers political and policy contexts, by reviewing the concepts of, traditional, managerial, and democratic professionalism. I shape my own perspective of professionalism emerging from literature and my school experience to conceptualize a working definition of professionalism. I conclude that my professional identity is shaped by conforming to standards.
What does it mean to be a professional?
The Supporting Teacher Professionalism Report (OECD, 2016) from TALIS 2013 presents teacher professionalism as a composite of three dimensions: knowledge base, autonomy, and peer networks. Knowledge base refers to teachers having a secure understanding of content and engaging in professional development activities. Autonomy explores the decision-making power that teachers have over their work. Peer networks reflect the importance of collaborative working. Hoyle and John (1995) similarly acknowledge that knowledge and autonomy are key defining elements of a professional teacher. They argue that teachers with secure theoretical knowledge and training earn the privilege to exercise their autonomy in the face of uncertain scenarios. However, the authors build on the importance of professional teachers having responsibility, in terms of being held accountable to formal standards, which the OECD definition fails to mention in their definition. The OECD overlooks ethical factors such as honesty, upholding public trust (DfE, 2011), and personal integrity (Carr, 2006; Crook, 2008), which are important considering teachers work in the public domain.
Professionalism can also be considered from a political lens, concerning power relations between teachers and the government, and the degree to which teachers have autonomy in shaping their own professional values. McClelland distinguishes between professionalism “from within” (referring to teacher agency) and “from above” (referring to the government and/or organization) which is a good starting point when considering who has the power to decide on what constitutes professionalism (McClelland, 1990: 107). Traditional professionalism is associated with teachers’ having full autonomy over their work with minimal government intervention (Whitty and Whisby, 2006). Whilst McClelland portrays professionalism “from within” as idealistic, this can be problematic given that traditional professionalism has been criticized as paternalistic and elitist (Davies, 1996) due to a lack of accountability regimes. Sachs (2011) reminds us that accountability should not be viewed in a wholly negative light as it serves to increase public confidence and transparency in the system. McClelland’s interpretation of professionalism imposed “from above” is useful in establishing the discourse of managerial professionalism (Sachs, 2001), which is rooted in compliance with traditional hierarchal systems. The focus is on standardization and regulation against a set of measurable outcomes imposed by the government (O’Day, 2002).
Whitty (2006) asserts the view that teachers have been made to be more accountable for their work following the election of the New Labour to power in 1977. Furlong (2005) notes that New Labour aimed to ensure that decisions taken about education were made at a national level, rather than by teachers themselves, thus reducing teachers’ autonomy. The election of New Labour paved the way for the National Curriculum, which was introduced in 1988. Furlong (2005) argues that such reforms “from above” have contributed to the deskilling or de-professionalization of teachers. Whilst the National Curriculum serves to equalize opportunities across schools, it drastically eroded the self-sufficiency and autonomy that teachers used to have. (Whitty, 2008) This leads to teachers focusing more on implementing the curriculum, rather than formulating new policies of creating a culture of standardization in schools.
Democratic professionalism can be thought of as a bottom-up response to managerial professionalism. The former is premised on teachers forming strategic networks and alliances with stakeholders in the education community. Whitty and Wisby (2006) stress that teachers should not view democratic professionalism as ‘de-professionalization’ but as an opportunity for stakeholders to liaise with the government to improve education standards. A critique of McClelland’s professionalism “from above” and “from within” reveals that it is difficult to treat both concepts as mutually dichotomous when considering the notion of democratic professionalism. I argue that there is an intersection of both discourses as teachers can collectively assert their power but are constrained by external conditions mandated by the government. Sachs (2003) contributed to the development of the “activist identity” which portrays the teacher as an agent of social change, working to reduce social inequality and re-assert moral leadership. This notion is developed further by Menter et al. (2010) in the ‘transformative’ teacher model, which similar to the “activist identity”, involves teachers engaging with the wider social, moral, and ethical discourse in education. Teachers work beyond the classroom and immediate school community to ensure pupils’ are geared to make a positive impact in society. The idea of activist teaching aligns with my personal philosophy that professional teachers have a responsibility to mirror the values of a robust civil society and contribute to the larger public, underpinned by values of social justice and mutual respect. Further, I view democratic professionalism as progressive and central to my professional identity, echoing the view of Whitty and Wisby. I believe that engaging stakeholders, such as parents carers, and teachers in policy development is fundamental as teachers, along with the rest of society have a collective responsibility to educate the next generation. Thus, my professional identity is greatly shaped by collaboration with stakeholders to serve society and deliver high standards in education.
Hoyle (1974) presents the restricted-extended continuum to depict two modes of teacher professionalism. Teachers positioned at the ‘restricted’ end of the continuum often place considerable emphasis on classroom autonomy and experience-centric learning. ‘Restricted’ individuals are implied to display a one-dimensional outlook of the classroom, with a reluctance to explore alternative classroom and school settings, beyond their own. On the other hand, ‘extended’ professionals demonstrate an unwavering commitment to personal development and a curiosity to examine the broader educational context, mediating theory, and practice. When this model was originally devised by Hoyle (1974), it was unclear as to whether the two concepts were to be treated as mutually exclusive ends of the continuum. Evans (2008), however, develops the concept by suggesting that a teacher’s orientation may involve factors from both ends of the continuum and that professional development facilitates the movement along the continuum from ‘restricted’ to ‘extended’ professionalism. I view the continuum as more of a fluid concept that should reflect the learning environments that teachers are situated in, as a teacher’s professional identity is subject to change “across time and place” (Whitty and Wisby, 2006:26). This echoes the thinking of Fuller and Unwin (2003) who coined the expansive-restricted continuum, which considers the possible learning barriers teachers’ experience on their roadmap to enhancing their professional status. Their study argued that the restrictive and expansive learning environments may occupy a range of points on the continuum, depending on the school that teachers work in. Thus, it is important to note that some school environments may pose barriers to teachers’ professional development through hierarchical structures and cultural practices which may limit a teacher’s professional development due to barriers “from above”.
The challenge of teacher conformity
My own experience as a trainee teacher, working in a school that teaches a Mastery approach to mathematics, has allowed me to synthesize an understanding of how conforming to a prescribed, commercialized curriculum can encroach on teacher professionalism. In the context of my school, the implementation of a commodified curriculum, using pre-packaged teaching and assessment materials arguably limits the scope for initiative and innovation. This may undermine the opportunity for teachers to apply their own creative stance on lesson planning. Further, this may contribute to the diminishing autonomy of teachers. This view is supported by Apple (1983) who argues that whilst subscribing to a pre-packaged curriculum can reduce planning time for teachers, it often leads to the teacher being subservient to the demands of the externally imposed curriculum. A parallel can be drawn to the notion of a teacher being a technician (Winch et al, 2015), which promotes an instrumentalist view of the teacher, as merely a knowledge transmitter. I subscribe to the view that the term ‘technician’ portrays a reductionist sense of the teacher (Locke et al., 2005) that can be likened to operating in a vacuum, with limited scope for critical thinking and pedagogical conduct. Drawing upon my school experience, meetings were held to ensure a shared understanding of the resources and the curriculum guidelines. However, I observed a recurring reluctance for teachers to deviate from the recommended guidelines or apply their own personalized stance. This resonates with Apple’s (1995) observation that some teachers direct more of their energies on adhering to the guidelines of a manual rather than using their own decision-making or craft, hence channeling a technicist approach to teaching. As each school community stipulates its own expectations of what ought to be taught, I am obliged to conform to these standards. This reiterates my view that teacher conformity is central to my definition of teacher professionalism.
Furthermore, my school experience has highlighted the professional challenges associated with teacher conformity, as a direct result of managerial professionalism. As teachers, we must conform to the Teachers’ Standards (DfE, 2011) set by the government to be awarded QTS, which inevitably shapes my philosophy as a teacher. I believe that the Teachers’ Standards serves as a technicist framework that moves a teacher towards ‘restricted’, rather than ‘extended’ professionalism (Hoyle, 1974). This is because as teachers, our professional competence is assessed by our ability to conform to a prescribed set of standards, creating a culture of performativity in schools (Jeffrey, 2002). The National Curriculum for Mathematics states that “the majority of pupils will progress through the programs of study at broadly the same pace”. (DfE, 2013: 3) The rationale behind this is to ensure students develop mathematical fluency in one topic before accelerating onto another. This is important as in mathematics, pupils are required to make links between multiple representations of mathematical ideas. However, the issue of expecting all students to work at the same pace and achieve the same key stage expectations in depth is unproductive as it undermines the notion of Teacher Standard 5 related to adaptive practice (DfE, 2011). In my placement school, teachers are increasingly challenged with the growing intake of EAL students. For example, I observed students taking dictionaries into maths classes to translate word problems, which delayed their ability to work at the pace of fluent English speakers. Whilst the DfE recommends differentiation, there is no explicit guidance on how to execute differentiation strategies suitably, which leaves teachers with some autonomy over the strategies they implement. Considering the challenges above, I regard peer collaboration as a key aspect of my professional identity that allows me to overcome any barriers associated with teaching. In light of the literature presented earlier on peer collaboration, discussing my intended teaching approaches with experienced teachers may serve to be a useful tool in shaping my practice. As an aspiring ‘extended’ professional, I value the importance of looking beyond my placement school and engaging in theoretical and practical learning to guide my practice, which is central to my core professional ethos.
Conclusion
This paper reveals that professionalism in teaching is a conceptually complex idea with several normative interpretations of its meaning. Whilst there is some common agreement over its key dimensions; namely, knowledge, autonomy, responsibility, and peer networks, the contestation surrounding professionalism is largely influenced by political forces. I conclude that managerial professionalism is a top-down concept that limits teacher autonomy, whereas democratic professionalism serves as an antidote that is closely aligned with my values centered around collaborative and activist professionalism. I conclude that the restricted-extended continuum (Hoyle, 1974) is best viewed as a fluid concept that is context-dependent. I shape a personal philosophy of professionalism premised on teacher conformity. Reflecting on my observations of managerial professionalism being enacted in schools, I recognize adhering to prescribed standards can encroach on my professional identity. Further, I address that adopting a collaborative and ‘extended’ professional mindset can alleviate some of the challenges I associate with managerial professionalism. I conclude that teacher conformity to standards is central to teacher professionalism.
As pharmacy students, we learn that the quality of patient care we provide is linked to the quality of our professionalism. Professionalism begins as a university student, to build ourselves to be professional practitioners. Professionalism is not only the act of having to make judgments on uncertainties that we face, professionalism can be the way one carries themselves. According to (Tipton, 2014) professionalism is built upon an individual’s core values, centralized on the willingness to serve a patient’s best interest at all times, fulfilling society’s health needs, commitment towards improving oneself, attitudes inclusive of accountability, compassion, empathy alongside social respect for society will be portrayed by individuals, which are commitments to high standards of behaviors such as paying attention to appearance and being courteous of others through being punctual. Professionalism is not an act, instead, it should be habitual. Professionalism is therefore a continuous process of learning and improving.
In university, pharmacy students are introduced to professionalism through the values and attitudes, and behaviors of pharmacy. Demonstrated through academic integrity, which is necessary for pharmacy students to exhibit professionalism in university studies. Academic integrity helps to foster the important concepts of core values. Which are caring, honor, integrity, and duty. (Hammer et al., 2003). Academic integrity maintains the ethical and responsible aspect during the use and communication of information that is not our own. Irresponsible use of others’ information involves plagiarism, collusion, cheating, and contract cheating. Academic integrity upholds the rules of giving others due credit for their work, by properly acknowledging them through citing and referencing, this requires one to present information or thoughts in one’s own words. (Monash University, 2021). Academic integrity being practiced through my course ensure I produce original work and give acknowledgment to the sources I have used, it allows me to hone my ability to complete individual tasks, without seeking help to avoid collusion or cheating. This will allow me to build the core values I need for future work as a practicing pharmacist.
Religion can be used as a comparison to professionalism. There are certain codes of conduct and hierarchy in religion that relate to professionalism. Just as how when a person enters a new job, they receive information on a profession’s customs, dos and don’ts, and how to conduct themselves overall to coincide with the rest of the team. (Tipton, 2014). Values and behaviors will not be facilitated overnight, it comes with experience such as learning to empathize and handle situations under immense pressure. Hence the commitment to self-improvement is considerable for building the core values. Certain behaviors might be simpler than some, such as punctuality, paying attention to appearance, being attentive to patient’s concerns, and acting courteously. (Hammer et al., 2003). I display my respect to lecturers and others through punctuality to classes, as well as dressing appropriately to avoid others from feeling uncomfortable. I have learned to improve on accountability during workshop classes, whereby everyone has a role with tasks delegated, to collaborate and contribute during discussions. As well as being responsible for mistakes made, owning up to them, and learning from them.
In conclusion, my professionalism as a university student is regarded through my ability to adhere to the core values and attitudes of a professional. This includes the competency of myself to account for my responsibilities, mistakes, and priorities. The academic integrity module will continue to assist me in my learning period regarding the importance of professionalism as a pharmacy student.
The word professionalism has been a topic of research for many years. It has many angles and multiple definitions. In many areas like sports, music, etc. a professional would be a person whose skills and talent would be higher than an amateur. Moreover, professionals in the “classic” fields of law, medicine, and theology have codified rules and expectations for behavior developed over many centuries (Hart & Marshall, 1992).
While teachers may sometimes not consider professionals by society. However, their roles in enhancing society cannot be underestimated. In fact, the classroom teacher is arguably the single most important individual in directing student success. Although authors such as Stronge and Tucker (2000) agree that the teacher is the most important school-based factor in student achievement, there remains uncertainty about what comprises “effective” or “professional” teaching.
Considering the larger picture in literature, Hargreaves has presented the development of professionalism as passing through four historical ages in many countries—the ‘pre-professional’ (managerially demanding but technically simple in terms of pedagogy); the ‘autonomous’ (marked by a challenge to the uniform view of pedagogy, teacher individualism in and wide areas for discretionary decision making); ‘collegial’ (the building of strong collaborative cultures alongside role expansion, diffusion, and intensification); and the ‘post-professional’ (where teachers struggle to counter centralized curricula, testing regimes and external surveillance, and the economic imperatives of marketization) (Hargreaves, 2000a, p. 153).
In this essay, I would be analysis professionalism as an important aspect of education. I will also be considering the challenges and opportunities to exhibit professionalism in the field of education.
What is professionalism
In 1975 Hoyle explained professionalism as ‘those strategies and rhetorics employed by members of an occupation in seeking to improve status, salary and conditions’ (p. 315)
Professionalism is a multidimensional concept (Evans, 2008). The concept of professionalism has had a metamorphosis throughout history through the interpretations created from social and political contexts (Hilferty, 2008). Critical analyses of professionalism do not stress the qualities inherent in an occupation but explore the value of the service offered by the members of that occupation to those in power.’ Troman (1996, p. 476). Professionalism is not an absolute or an ideal but is an ‘a socially constructed, contextually variable and contested concept … defined by management and expressed in its expectations of workers and the stipulation of tasks they will perform. Congruent with this are Gleeson et al.’s (2005, pp. 445-446) highlighting of contextual relevance to conceptualization, and Holroyd’s (2000, p. 39)
As I interpret this is that professionalism is not a social-scientific requirement, however, it has undergone a major change depending on the need and requirements of the times. Professionalism in modern society refers to ideas, aspirations, moral duties, rules of conduct, and practice. Professional individual holds a prestigious position in society as the service they provide is vital to those who receive it. Professionals not only provide the service but also make profound decisions that affect a vast variety of people without their consent or knowledge. They make these decisions based on their vision and expertise for creating a better society. The service provided by the professionals is highly appreciated and valued and hence they receive respect and status in society.
Is it appropriate to regard teachers as professionals?
As mentioned earlier and from some of the definitions in the literature about professionalism suggests that professionalism is the improvement of status, salary, and conditions (Evans, 2008). This is true in the teaching profession career. There is a progression in salary and status from trainee teachers, newly qualified teachers to experienced teachers. There is a great amount of mentoring support for trainee teachers or newly qualified teachers so they to enhance their skills and knowledge.
Sachs (2003) identifies two contrasting forms of professional identity: (1) Entrepreneurial, which she identifies with efficient, responsible, accountable teachers who demonstrate compliance to externally imposed policy imperatives with consistently high-quality teaching as measured by externally set performance indicators. This identity may be characterized as being individualistic, competitive, controlling and regulative, externally defined and standards-led: and (2) Activist, which she sees as driven by a belief in the importance of mobilizing teachers in the best interests of student learning and improving the conditions in which this can occur. In this identity, teachers will be primarily concerned with creating and putting into place standards and processes that give students democratic experiences.
The former, she argues, is the desired product of the performativity, and managerialism agendas while the latter suggests inquiry-oriented, collaborative classrooms and schools in which teaching is related to broad societal ideals and values and in which the purposes of teaching and learning transcend the narrow instrumentalism of current reform agendas.
As a result of analysis and critiquing of different discourses of professionalism and professionalization in a post-modern age, Hargreaves and Goodson propose seven principles that provide an alternative to current reform agendas: (1) Increased opportunity and responsibility to exercise discretionary judgment over the issues of teaching, curriculum, and care that affect one’s students. (2) Opportunities and expectations to engage with the moral and social purposes and value of what teachers teach, along with major curriculum and assessment matters in which these purposes are embedded. (3) Commitment to working with colleagues in collaborative cultures of help and support as a way of using shared expertise to solve ongoing problems of professional practice, rather than engaging in joint work as a motivational device to implement the external mandates of others. (4) Occupational heteronomy rather than self-protective autonomy, where teachers work authoritatively yet openly and collaboratively with other partners in the wider community (especially parents and students themselves), who have a significant stake in students’ learning. (5) A commitment to active care and not just anodyne service for students. Professionalism must in this sense acknowledge and embrace the emotional as well as the cognitive dimensions of teaching and also recognize the skills and dispositions that are essential to commit and effective caring. (6) A self-directed search and struggle for continuous learning related to one’s own expertise and standards of practice, rather than compliance with the enervating obligations of endless change demanded by others (often under the guise of continuing learning or improvement). (7) The creation and recognition of high task complexity with levels of status and reward appropriate to such complexity (Hargreaves & Goodson, 1996, pp. 20–21).
In addition to a system that involves a series of rewards and achievements. By Barber’s
definition, teachers would also be considered professionals. Teachers provide an essential service to the community by educating children (Demirkasımoğlu, 2010). They follow a set standard known as the Teaching Standards (TS) (see appendix 1), which set rules and regulations that teachers are upheld against.
– Reflective Practitioner
Develop students’ ability to analyze their own values, beliefs, and ideologies and the influences that have shaped these;
Enhance students’ understanding of a range of general professional issues connected with schools and their communities, the curriculum, and teaching and learning;
Define the concepts of professionalism, reflection, and reflective practice using existing literature in this field and develop informed personal philosophies on what constitutes professionalism and reflective practice in education;
Articulate the values beliefs and ideologies that have shaped their own conceptualization of professionalism and reflection in professional practice;
Critically evaluate these values, beliefs, and ideologies and those of others and demonstrate an understanding of how they might have shaped past and present policy and practice in education and go on to shape future policy and practice;
Review existing research on education, schools, and their wider communities, the curriculum and teaching and learning, and use evidence-based practice to review their own perspectives on education;
Demonstrate an understanding of the concept of Continuing Professional Development and articulate personal aspirations for their future career.
Review a range of recent and relevant literature, using correct referencing procedures i.e. the Harvard system, and use this developing body of knowledge to inform personal practice;
Reference:
Andy Hargreaves (2000) Four Ages of Professionalism and Professional Learning, Teachers and Teaching, 6:2, 151-182, DOI: 10.1080/713698714
The development of a professional identity is crucial in any profession. This literature is based on using the information in the NMC code (2018) to explore the meaning of professionalism for nursing students. Professionalism simply means acting appropriately and acceptable manner while conforming to a professional code of conduct (Dejong, 2014). Professionalism is displayed by acting in the best interest of the patients in your care, notwithstanding the position of the caregiver or nurse at where the care is delivered. Through this, the nurse becomes a role model who inspires and brings together practice and behavior in harmony (NMC, 2018). It is necessary to understand how students experience professionalism to provide the required education experiences to promote this aspect of professional socialization (Poorchangizi et al., 2019).
The Meaning of Professionalism Using The NMC Code (2018)
The NMC code has a standard that is required to be upheld throughout the UK. The code ensures that the interest of the patients and services providers are paramount (NMC, 2018). The main core values of professionalism stated by the NMC code are to prioritize people, practice effectively, preserve safety, and promote professionalism and trust (Glasper, 2017).
Prioritise people: To maintain dignity and ensure that individual needs are assessed, recognized, and managed properly, it is important to treat service users with professionalism and ethics. A key requirement of the care process is that patients should be treated with respect and the patient’s right should be given priority above all else. (NMC, 2018).
Practice effectively: To effectively practice as a nurse, there are numerous components to consider and these include the ability to function appropriately and practice in line with the best available documentation (Finney et al., 2016). Additionally, nurses are required to perform optimal care timely while ensuring a clear line of communication with clients and conforming to the professional standards of record-keeping and data sharing (NMC, 2018).
Preserve safety: student nurses must know their limitations and skills while acting professionally. They should know when to call for help when delivering care to a patient (Royal College of Nursing, 2016). They are required to be familiar with the care processes of others and be alert to the possibility of lapses in safe care, which may have adverse effects on the patient’s well-being. They should be able to distinguish between safe and unsafe practices and be confident to report and address safety risks timeously (NMC, 2018). In any form of practice, it is critical to remember that nurses have a legal and professional obligation to be open and honest with patients about any faults in their care and treatment. A crucial component of the new Nursing and Midwifery Council Code is a professional duty of candor. (NMC, 2018).
Promote professionalism and trust: In being a professional, respecting diversity and promoting equality will ensure people receive good quality care (Care Quality Commission 2021). Always show honesty and integrity, and treat everyone equally without discriminating, harassing, and insubordination (NMC, 2018). Uphold your position as a registered nurse, cooperate with all investigations, and respond to any complaints made against you professionally (NMC, 2018).
As student nurses, being professional means that nurses maintain their NMC registration and revalidation. This highlights the importance of updating skills and maintaining professional development (O’Brien, Strzyzewski, and Szpara 2013). The Royal College of Nursing states 35 hours of continuing professional development (CPD) which must include 20 hours of participatory learning is mandatory for all UK nurses as part of the revalidation requirements (Royal College of Nursing, 2014).
Florence Nightingale was the first person to develop schools to coach new nurses on caring for the frail, being the founder of professional nursing, Nightingale could see the need for change during her generation. She was also the first to explain the importance of nursing to an uneducated group who pride themselves as nurses either by sickness from relatives or vocation. This birthed professionalism in Nursing (Egenes, 2017).
According to Sherring, (2012), Research proposes that education plays a crucial role in the idea that nursing students have of their future profession (Sherring, 2012). Nursing students describe their encounters that clinical placements may likely lead to disagreement between the realities they face in the clinical environment and what they value within their developing professional image (Grainger and Bolan, 2006). Negative experiences were likely to impact poorly on student successes while positive relationships tend to improve professional self-development. To this end, Mentors are required to use effective evidence-based support strategies to improve the professional image and build positive relationships among nursing students (Clement et al., 2016).
The professional image of a nursing student is greatly influenced by their profession’s collective professional identity. Usually, this starts from their undergraduate degree and even after being a registered nurse under the influence of professional socialization and cultural adaption of the workplace (Willets and Clarke, 2014; Johnson et al., 2012).
An investigation carried out in the United Kingdom by Clement et al., (2016) shows students’ ideas of the development of professional identity and its effects on student successes citing clinical placement experience as an influential aspect relating to student relationships with some health professionals and own self-appraisal (Clement et al., 2016). The need for socialization in nursing education cannot be overemphasized however the pivot is also required on identity development through revitalized learning mechanisms that allow students to face changes in self-understanding and self-concept to transition from nonprofessional to professional (Nurse Education, 2021). Nursing programs in higher education play a crucial role in ensuring that nursing students form a professional identity based on research, evidence-based practice, and professionalism which will inculcate these values practically to students from their first year of study.
Conclusion
In conclusion, various challenges prevent a student nurse from displaying professionalism in the practice of these values. One challenge is a deficiency in psychological knowledge and self-awareness, unfairness, and bias (Johnson et all., 2012). Nurses are currently required to acquit themselves to other professional activities that aim to promote knowledge, optimal practice, and communal values. In other words, nurses are meant to act as leaders, researchers, educators as well as care providers. These roles demand a great degree of individual knowledge, however, there could be an overlap between the roles (Parahoo, 2014). In advocating for their patient’s needs, nurses must display leadership skills and fulfill their primary care role simultaneously as stated in the code (NMC, 2018).
The concepts of professionalism and professionalization help specialists to understand the process of professional development and its results. In broad terms, professionalism is the presence of attitudes, character, and conduct linked to specific requirements associated with a field. In nursing, it can be understood as a specialist’s excellent knowledge of ethics, principles of communication with patients, and the art of caring (Dehghani, Salsali, & Cheraghi, 2016; Kim et al., 2017). The second important concept, professionalization, refers to the process surrounding the acquisition of knowledge and skills that turn a person into a qualified specialist. At the systems level, it can be understood as the transformation of nursing into a globally recognized profession with its own quality standards and qualifications requirements (Gunn et al., 2019). Therefore, it has to deal with the establishment of the norms of conduct to be respected by all representatives of the professional community.
The most obvious feature that the concepts have in common is that both refer to the use of accepted standards to distinguish between professional and unprofessional conduct. It is more explicit in the notion of professionalism, but, as a process, professionalization also involves the establishment of such evaluation criteria. However, speaking about the differences, it is pivotal to understand that the two terms are not interchangeable, and the relationships between them are asymmetrical. Basically, professionalization can be presented as a continuous process, whereas professionalism is one of its results.
Both concepts are critically important for further development of the nursing profession. If there was no notion of professionalism, it would be impossible to educate nurses on behaviors that promote or violate ethical values. Nowadays, due to the state of research, the understanding of professionalism can be expanded and applied to different situations outside of the workplace, for instance, online communication with patients (International Nurse Regulator Collaborative, 2016). Therefore, a clear understanding of professionalism propels nursing at the next level by encouraging professional behaviors in all aspects of life. As for the second concept and its importance, an understanding of professionalization helps to keep track of the profession’s evolution (Choperena & Fairman, 2018). With that in mind, it becomes possible to draw analogies between historical periods, the state of nursing science, and the profession’s status. Applying this knowledge to today’s situation, the professional community can outline future goals and direct the process of professionalization accordingly.
Both terms find reflection in my current practice with different patient populations. At first, at my current workplace, I am expected to demonstrate my professionalism by choosing communication strategies with attention to patients’ characteristics. As an example, when communicating with geriatric clients with conditions that affect their cognition, I often utilize a lower speech rate and encourage their representatives’ participation in decision-making. Professionalism also impacts my practice since I align my decisions with healthcare consumers’ expectations associated with high-quality care. For instance, apart from helping patients to cope with physical problems, I usually analyze their current emotional and psychological needs to provide support or ask mental health specialists for assistance. As for the impact of professionalization, just like other nurses, I should meet the necessary professional qualifications and be fully aware of the specific norms of behavior to work in a healthcare institution.
Finally, concerning the development goals, I am planning to integrate an understanding of professionalism and professionalization into my future practice. It can be done by keeping track of changes in professional standards and competencies associated with my job. It is of critical importance since I will be able to understand the most current definitions of professional behaviors and improve my performance in accordance with new information.
References
Choperena, A., & Fairman, J. (2018). Louisa May Alcott and Hospital Sketches: An innovative approach to gender and nursing professionalization. Journal of Advanced Nursing, 74(5), 1059-1067.
Dehghani, A., Salsali, M., & Cheraghi, M. A. (2016). Professionalism in Iranian nursing: Concept analysis. International Journal of Nursing Knowledge, 27(2), 111-118.
Gunn, V., Muntaner, C., Ng, E., Villeneuve, M., Gea-Sanchez, M., & Chung, H. (2019). Gender equality policies, nursing professionalization, and the nursing workforce: A cross-sectional, time-series analysis of 22 countries, 2000–2015. International Journal of Nursing Studies, 99, 103388. Web.
Kim, Y. H., Jung, Y. S., Min, J., Song, E. Y., Ok, J. H., Lim, C.,… Kim, J. S. (2017). Development and validation of a nursing professionalism evaluation model in a career ladder system. PloS One, 12(10), 1-14.
The Board of nursing institution is an organization for recognizing the institution’s quality by non-governmental organizations and its compliance with standards. The accreditation procedure is optional in the framework of institutional self-regulation. Assessment of medical institutions must be carried out at the national level by a specially authorized state body. The Board of nursing is designed in such a way as to give objective indicators for an external independent quality assessment. Besides, the organization demonstrates how the management of this institution regulates medical care quality.
Currently, the general accreditation of universities in the United States is carried out by agencies of regional associations of educational institutions, and professional associations organize the certification of individual faculties. Accreditation agencies of medical institutions distinguish the following criteria for the professionalism of nursing. The integrity of the institution, efficiency and planning, management and administration, and educational programs determine the qualifications of the staff. The provision of conditions for a comfortable stay in the hospital (library, computers, and material resources) shows the degree of readiness of medical care quality.
Researchers in their article “Regulation and accreditation of pre-licensure education of registered nurses,” solve the issue of regulation and accreditation of nursing education, in particular, RN nurses ( Flanders and Baker, 2019). The purpose of the article is to review studies on the accreditation results of pre-licensed training of future licensed nurses. RN nurse is positioned as a physician partner being always in contact with the patient. The nurse satisfies all people’s needs, responds in a timely manner to the deterioration of the physiological and psychological well-being, and builds relationships with relatives of patients.
The responsibilities of registered nurses include setting a diagnosis, clinical indicators, required laboratory tests, medications, procedures, a treatment plan, and clarifying the family situation and living conditions at home. Thus, the authors believe that the assessment of RN nurses by accrediting agencies is an urgent issue whose primary goal is to protect the population and ensure the quality of educational programs.
Researchers conducted an experiment to determine the leadership qualities of nurses in various care settings in “Mobilizing evidence to improve nursing practice: A qualitative study of leadership roles and processes in four countries” (Harvey et al., 2019). The authors propose the improvement of managerial and incentive leadership mechanisms that ensure the high professionalism of medical personnel in general. Nursing staff management is a focused activity of the heads of medical organizations using professional skills to provide the sufficient work of junior staff in ensuring the assistance of appropriate quality.
Accrediting agencies critically evaluate the performance of managing medical facilities, as this criterion is fundamental to the organization of patient health. The leadership positions of nursing services suggest that their top officials will create optimal working conditions and support the chief nurses in the development of nursing, adjusting the work skillfully.
According to Mather and Cummings (2019), the authors raise the challenge of using digital technology in the context of professional activities in “Developing and sustaining digital professionalism.” The researchers argue that increasing digital professionalism will contribute to the safe and adequate delivery of 21st-century medical services. In recent years, many efforts have been made to study the conditions and consequences of the digital technologies applied in the healthcare sector.
At the same time, both positive and negative implications of this process are widely covered. A detailed analysis of the experience of medical accreditation made it possible to get away from a simple list of requirements for the technical skills of physicians. On the contrary, the system of applied knowledge, skills, and attitudes allows us to organize all stages of remedial work and improve the quality of patient care. Thus, the professionalism of nurses, assessed by accreditation agencies, directly depends on training based on the opportunities provided by digital technologies.
The Board of Nursing in CA provides for the review and assessment of the nature and scale of nursing practice in terms of responding to the needs of individuals, families, or populations. Accreditation agencies focus on primary health care that medical institutions provide in states at various stages of socio-economic development. In particular, the goal of the Board of Nursing is to evaluate the reform strategy so that the professionalism of the nurses complies with the principles of medical care.
Nursing practice is a valuable health resource, and medical staff is the largest compared to other categories of health workers. Medical practice always responds to demographic, economic, and social changes flexibly. Nursing has become a key component of health care in all conditions as a result of a number of these changes. Highly qualified RN nurses have sufficient professional skills to conduct high-tech research in most industrialized states. Thus, RN nurses provide a wide range of medical services satisfying the needs of patients, and, in turn, are highly praised by accreditation agencies.
Effective and valid planning and delivery of health services depend on accurate knowledge of critical components and the extent of nursing practice. A clear definition of nursing contributes to its improvement as a health resource, providing high standards of practical work. Management, research, and regulation affect nursing outcomes; that is why leadership positions are one of the critical criteria for evaluating medical institutions. Accreditation agencies are called upon to confirm the quality of the services provided, which are ensured through problem-solving skills and critical thinking by nurses taking the leading positions. This layer of medical personnel has its ethics, which prescribes responsibility for the actions taken and guarantees non-discrimination approach to public services.
The broad functions of the nurse assume the flexibility and variety of professional approaches. Medical staff in this category works in almost all areas of healthcare. Health care is not isolated from innovative development; therefore, professionalism determination of nurses relates to digital healthcare. Education in the technical field of medical practice should be consistent with the ongoing changes, often with limited financial resources.
Nevertheless, accreditation agencies advocate maintaining the quality of medical practice through monitoring and continuing education programs in the area of digitalization. Changes also depend on nursing leaders who can clearly articulate a shortage of nursing technical skills and find ways of their expansion. Efforts must also be reinforced by the political determination to make progress in the digital professionalism of nursing.
The ethical duty of a nurse as a member of the medical community is to ensure the availability and high quality of health care to the population. The nurse should actively participate in informing the population whether to link their relations with the state, municipal, and private health systems. Accreditation agencies allow people to evaluate the professionalism of nurses, providing incentives for working in medical institutions.
References
Flanders, S. A., & Baker, K. A. (2019). Regulation and accreditation of pre-licensure education of registered nurses: a scoping review protocol. JBI Database of Systematic Reviews and Implementation Reports, 17(1), 1-7.
Harvey, G., Gifford, W., Cummings, G., Kelly, J., Kislov, R., Kitson, A.,… & Ehrenberg, A. (2019). Mobilising evidence to improve nursing practice: A qualitative study of leadership roles and processes in four countries. International Journal of Nursing Studies, 90, 21-30.
Mather, C. A., & Cummings, E. (2019). Developing and sustaining digital professionalism: a model for assessing readiness of healthcare environments and capability of nurses. BMJ Health & Care Informatics, 26(1), 1-5.
Nursing is a branch of medicine that deals with the health care of individuals, families, and the whole human population. Its goal is to attain high standards of health, maintain optimal care and ensure a quality life for patients (Donahue, 2010). It is an ancient profession that has grown from where nuns and military men were tasked to provide the services. The churches were responsible for promoting nursing in the ancient days, for example, the Orthodox Church, but it evolved into modern nursing where professionals are trained in nursing schools (Donahue, 2010). The American Nurses Association (2011) defines professional nursing as the protection, endorsement, optimization, and advocacy of care, prevention, and mitigation of illness through diagnosis or treatment. Professionalism in nursing is evaluated based on the ability of the nurse to undertake his or her work with a lot of respect to the quality of life. As such, the elements of a professional nurse include appearance, attitude, and desire to help others. This paper will highlight why nursing should be conducted at a very high degree of professionalism.
Importance of professionalism in nursing
The health sector forms a common meeting point where all sorts of people and characters in society are set to meet for an illness, check-up, or an injury. Being a social place, the appearance of the practitioners is very sensitive to how people will judge them. The code of ethics regarding the dressing is clear that nurses have to be well-groomed and clean to send positive information to the patients. A decent and clean nurse displays the fact that he or she can care about his or her body, which in turn gives a message that such a person is willing and able to take care of others (Stacy, 2012). On the other side, a sloppy outlook will mean disorganization, laziness, and uncaringness about others. Here, people will judge such an individual as incompetent to give care for other deserving patients. Thus, professionalism needs to be maintained through appearance to send positive information regarding one’s capability.
A hospital environment is one of the most devastating places where people with bad attitudes can work. Many patients who are brought to the health facility are either faced with severe injuries, seriously ill, dirty, or bedridden. This situation requires a nurse with a positive attitude because it will determine how well the victim will be handled. Additionally, the perception of an individual to the outside world determines the relationship with people around him. A nurse with a bad attitude can make the work of his or her colleagues miserable by displaying a bad reaction to the patients. Sometimes professionals with bad attitudes look for attention to control the healthcare facility environment. The nursing job does not require such characteristics because it is bound by the code of ethics to provide care for others rather than focusing on your problems (Deirdre, 2013). It is expected that all nurses should remain with a positive attitude even when they are faced with the slightest threat to a positive outlook during providing care. For example, when a patient is subjected to further treatment contrary to his or her expectation, the nurse’s attitude should be positive for making sure the patient that it is the best procedure to recover completely. The attitude provides the whole mark for nurses into which the success of ensuring quality health care is enshrined. As a result, all nurses have to remain professional at the workplace and maintain a positive attitude as much as possible, even when he or she is stressed or faced with problems at home.
The willingness to help others provides the sole rule that a nurse will encompass in the whole of his or her professional duty. At some point, when they are on duty, some situations require emergency care to save lives. Here, the nurse’s response is very important because it presents the patient with attention before the situation gets worse. Also, there are situations where an individual worker is not sufficient to provide care and there is a need for teamwork. Willingness to be part of a team will ensure that all nurses join hands to promote the quality of life for the patient. Emergency cases at the healthcare facility may arise at any time, even during the night. In such a scenario, a nurse may be called upon out of duty to come and help. The intrinsic urge to help others establishes the driving force that will ensure that the nurse speeds up to team with his or her colleagues to provide services (Stacy, 2012).
Conclusion
In conclusion, Team spirit in the nursing profession is a key ingredient of success that is directly connected to success. This can only be achieved if appearance, attitude, and desire to help others drive the professional conduct for nurses. All nursing associations have drafted the code of ethics for their own members. Therefore, it is a requirement for all players to abide by the regulations on professionalism.
References
American Nurses Association. (2011). Code of ethics for nurses with interpretive statements. Washington, DC: American Nurses Publishing.
Deirdre, W. (2013).Professionalism is the best regulator of nursing care. Bristol: University of the West of England Press.
Donahue, P. (2010). Nursing, The Finest Art: An Illustrated History. Washington, D.C.: Institute of Medicine.
Stacy, L. (2012). Dress to Impress: Secrets of Proper Attire. Florida: Florida State University Press.