Effect of Educational Program about Professional Identity Development on Nurse-interns' Professional Values and Satisfaction | ||||
| Journal of Nursing Science Benha University | ||||
| Article 36, Volume 3, Issue 2, July 2022, Page 538-555 PDF (1.58 MB) | ||||
| Document Type: Scientific peer reviewed journal | ||||
| DOI: 10.21608/jnsbu.2022.247675 | ||||
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| Authors | ||||
| Shimaa Abd Elfattah Mahgoub* 1; Mona Mostafa Shazly2; Fawzia Farouk Kamel3 | ||||
| 1Assistant lecturer of Nursing Administration, Faculty of Nursing, Beni-suef University, Egypt | ||||
| 2Nursing Administration, Faculty of Nursing, Ain-Shams University, Egypt | ||||
| 3Nursing Administration, Faculty of Nursing, Benha University, Egypt | ||||
| Abstract | ||||
| Background: Professional identity develops as a result of the internalization of professional knowledge, skills, attitudes, values and standards of ethics. A nurse-intern with strong professional identity works in harmony with the professional values and this harmony may bring about positive changes in the working environment and thus may increase professional satisfaction. Aim of the study: This study aimed to assess the effect of educational program about professional identity development on nurse-interns' professional values and satisfaction. Study design: A quasiexperimental design was utilized. Setting: The study was carried out at Beni-suef University hospital. Subjects: Convenience sample of (154) nurse-interns out of (250) nurse-interns who enrolled in the internship year 2020-2021 at Beni-Suef University Hospital. Tools of data collection: Four tools were used to collect data: I. professional identity knowledge questionnaire, II. Professional identity skills questionnaire, III. Professional values questionnaire and IV. Nurseinterns' satisfaction questionnaire. Results: More than one third of nurse-interns (37.7%) had adequate level of knowledge at preprogram phase while it increased to more than two thirds (83.1%&79.9%) at post program and follow up study phases respectively. approximately three quarters (77.3 % & 78.6%) of nurse-interns had high level of professional identity skills at post program and follow up phases respectively as compared to preprogram phase (25.3%). more than three quarters (79.9%& 81.8%) of nurse-interns had good professional values at post program and follow up phases respectively as compared to preprogram (31.8%) phase. more than two thirds (74%& 76.6%) of nurse-interns had high satisfaction level at post program and follow up phases respectively as compared to preprogram phase (29.9%). Conclusion: There was a highly statistical improvement of nurse-interns' knowledge and skills about professional identity between pre and post program phases and between preprogram and follow up phase. Recommendations: Conducting education programs for refreshing and increasing knowledge and skills about nursing professional identity as well as emphasizing professional values of nurses at educational level. Considering a wider variety of variables that affect professional identity development like media and older generations behavior. | ||||
| Keywords | ||||
| Keywords: Nurse-interns; Professional identity; Professional values; Satisfaction | ||||
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