Title : Developing a professionalism rubric for clinical courses in pre-licensure nursing education
Abstract:
Professionalism, or more commonly known as professional behavior, should be an expectation of members who serve in the healthcare profession. “Although there is no consensus in the literature about the meaning or definition of professionalism, there are some generally recognized descriptors or characteristics” (Akhtar-Danesh et al., 2013, p. 248). Thus, professionalism is often subjective and is based on the opinion of the individual who encounters a healthcare professional. Common professional behaviors in relation to nursing education can be categorized into four main domains: appropriate interactions (i.e., client, family, facility, peers, instructor, etc.), communication (e.g., with clinical instructor, site supervisor, and others as involved in the student’s education), punctuality (e.g., arrival on time for clinical session, submission of assignments, etc.), and teamwork (i.e., positive interactions with peers, instructor, facility site staff, and any others). The concept of professionalism is relevant to the current generation of college students, Generation Z. Common characteristics of individuals from Generation Z include: being career-oriented, technologically savvy, financially consciousness, and appreciative of diversity (The Annie E. Casey Foundation, 2021). However, increased social isolation and mental health challenges of this generation can cause a deficiency in knowledge and/or awareness of professional behaviors. This deficiency creates a need for further instruction related to expectations and modelling of professional behaviors. Generation Z nursing students, particularly involved in pre-licensure nursing education, must be instructed on the concept of professionalism and how to apply it in the clinical setting in preparation for their role in the nursing profession. Individuals who do not follow the professionalism standards need early intervention and instruction on areas of improvement prior to licensure. Outside of intervening via discussion, such as a meeting, clinical instructors may utilize a professionalism rubric to grade the student in this area and offer feedback regarding positive and/or negative aspects of the student’s professional behavior. Students can apply feedback and utilize it for future learning experiences within the clinical environment and grow as a future professional nurse.
