Presentation Title
Relationship Between Professional Identity And Clinical Leadership In Novice Registered Nurses
Faculty Mentor(s)
Advisor Dr. Rosalie Tuttle
Reader Dr. Deb Bruley
Project Type
EdD Colloquium - ONU
Scholarship Domain(s)
Scholarship of Discovery
Abstract
Novice Nurses are faced with the expectation that they be clinical leaders soon after graduation while educational programs are challenged with how to assist the student nurse in forming a strong sense of professional identity. The mixed methods, descriptive study used two established instruments, the Clinical Leadership Survey (CLS) and the Nurses Professional Values Scale -Revised (NPVS-R) to explore and compare the perceptions held by novice nurses who graduated from diploma, associate, baccalaureate, masters’ entry, and accelerated programs in a Midwestern state in order to assess the relationship between their self-perceived clinical leadership ability and their self-perceived sense of professional identity and what role, if any, academic preparation plays. In total, 239 participants completed the survey. The results demonstrated a positive significant relationship (r = .598, p < .001) between professional identity and the novice nurse's self-perceived clinical leadership ability. The author confirmed that there were differences in the self-perceived clinical leadership ability of novice nurses when educational preparation was considered (F(3, 228) = 3.82, p < .001, R2 = .05) however, educational preparation played no role in the novice nurse's sense of professional identity (F(3, 228) = 1.92, p = 1.21, R2 = .05).
Permission type
This work is licensed under a Creative Commons Attribution 4.0 License.
Included in
Relationship Between Professional Identity And Clinical Leadership In Novice Registered Nurses
Wisner Auditorium
Novice Nurses are faced with the expectation that they be clinical leaders soon after graduation while educational programs are challenged with how to assist the student nurse in forming a strong sense of professional identity. The mixed methods, descriptive study used two established instruments, the Clinical Leadership Survey (CLS) and the Nurses Professional Values Scale -Revised (NPVS-R) to explore and compare the perceptions held by novice nurses who graduated from diploma, associate, baccalaureate, masters’ entry, and accelerated programs in a Midwestern state in order to assess the relationship between their self-perceived clinical leadership ability and their self-perceived sense of professional identity and what role, if any, academic preparation plays. In total, 239 participants completed the survey. The results demonstrated a positive significant relationship (r = .598, p < .001) between professional identity and the novice nurse's self-perceived clinical leadership ability. The author confirmed that there were differences in the self-perceived clinical leadership ability of novice nurses when educational preparation was considered (F(3, 228) = 3.82, p < .001, R2 = .05) however, educational preparation played no role in the novice nurse's sense of professional identity (F(3, 228) = 1.92, p = 1.21, R2 = .05).