Nursing Faculty Professional Identity: A Quality Improvement Project
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Authors
Davenport, Sally
Issue Date
2024-05-09
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Abstract
The purpose of this quality improvement project was to implement an intervention to improve nurse educators’ nursing professional identity. Inadequate nurse educator professional identity is associated with dissatisfaction and subsequent intent to leave employment, leading to an inadequate faculty workforce to educate future nurses. Nursing leaders have been called to action to develop, reinforce, and sustain nurses’ professional identity. The setting was a school of nursing at a liberal arts university in the south Midwest. A convenience sample of 58.3% of 12 full-time faculty nurse educators participated in the project. One participant was doctoral prepared and the remainder masters. The doctoral educator had 18 years of educator experience; masters educators ranged from two to 14 years (average 7.6 years). The plan, study, do, act (PDSA) quality improvement process was utilized in the project. Participants completed the Professional Identity in Nursing Scale (PINS) then viewed an in-service about professional nursing identity and completed a faculty meeting reflective activity. Post intervention, participants again completed the PINS. Weighted means of self and environment domains and subconstruct items were calculated and percent change in domains identified. Pre-intervention domain ratings were 3.22 to 3.86 with self-ratings higher in all domains than nurse colleague environment ratings. Post intervention, all domains improved and the “values and ethics” self-rating and “knowledge” self and environment ratings increased to above 4.0. Percent change in self-ratings ranged from 4.15 to 12.46% and environment from 13.98 to 17.50%. The lowest sub-construct items were “takes care of one’s self” (self) and “effective communication,” “self-awareness” and “self-regulation” (environment). The intervention resulted in an improvement in all domains and provided focus areas for future development.
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Creighton University
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Copyright is retained by the Author. A non-exclusive distribution right is granted to Creighton University