An investigation of professional integrity in pre-registration nurse education

Blowers, Elizabeth (2016) An investigation of professional integrity in pre-registration nurse education. Doctoral thesis, University of East Anglia.

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Abstract

Aim This study set out to explore experiences of professional integrity in pre-registration nurse education amongst student nurses, practice-based mentors and lecturers.
Methodology A modified grounded theory investigation used interviews and focus groups to gain insights into participants’ experiences of professional integrity.
Background Acting with integrity is a central part of nursing practice. However, literature suggests that professional integrity can be absent, or where present face obstacles and erosion. Governmental Inquiries have revealed shocking deficits in the expression of nursing values which underpin professional integrity, in particular caring, compassionate and competent practice that maintains the dignity of patients and service users. Evidence also suggests that it cannot be taken for granted that pre-registration education will have a positive impact on student nurses’ expression of integrity.
Findings This research proposes a model of professional integrity that puts people, particularly recipients of healthcare, at the centre, and that requires genuine healthcare practice and the management of complex situations. In this study the areas which most influenced student nurses’ enactment of professional integrity involved maintaining their boundaries, speaking up on behalf of patients and the ability to cope. Professional integrity was developed through students’ experiences, social learning and increased professional knowledge and understanding.
Conclusion Pre-registration education can influence the growth of professional integrity by improving students’ understanding of the boundaries of nursing practice and potential threats to these, skills to speak up on behalf of patients, and knowledge of the processes involved in raising concerns about practice and potential barriers to this. The proactive development of student nurses’ strategies to cope, alongside increasing their understanding of the importance of this is also likely to be beneficial.

Item Type:	Thesis (Doctoral)
Faculty \ School:	Faculty of Social Sciences > School of Education and Lifelong Learning
Depositing User:	Jackie Webb
Date Deposited:	15 Dec 2016 12:50
Last Modified:	15 Dec 2016 12:50
URI:	https://ueaeprints.uea.ac.uk/id/eprint/61742
DOI:

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