The Professional Nurse as Role Model in the Clinical Learning Environment

Purpose:

Role modelling is described as being “teaching by example and learning by imitation” (Murray & Main 2005:30). Skilful role models could enable students to discover knowledge embedded in clinical practice where they can work with and observe a role model that enables them through a process of reflection, to internalise the role models’ behaviour and build on previous knowledge and experiences. Role models who portray a positive attitude and are approachable therefore play a vital role in supporting students in the clinical learning environment.  Important learning, including the teaching of concepts, theory, critical thinking skills and research happens in the classroom but is best integrated with the skills learned in the clinical setting where integration of theory and practice takes place. However, professional nurses as key role players in the development of student nurses underestimate the impact they have as role models on the learning and professional development of student nurses. Patients expect to be cared for by nurses who are not only competent but also behave professionally, therefore student nurses must be supported to develop professional qualities. This presentation focuses on a study that is conducted in a private healthcare institution that is also registered as an educational institution for nurse training. The perceptions of student nurses regarding the professional nurses as role models in their professional development in the clinical learning environment were explored and described.  

Methods:

An exploratory-descriptive qualitative approach was followed. The population constituted for this study are the final year students of the programme: Diploma in General Nursing, R683 of the South African Nursing Council.  Nonprobability, purposive sampling was done to select the participants. The study was conducted at two campuses of the private nursing education institution situated in one of the nine provinces in South Africa. Two World Café focus group discussions were conducted to collect the data.  A total of thirty participants formed part of each discussion. After two sessions of the World Café discussions during which 60 students participated, data saturation was achieved.

Results:

Four major themes were identified, namely professionalism of role models, student support, culture of learning and role models as knowledge and skills resources. The participants also regarded the behaviour of the role models as exemplary to how they should act as future role models.

Professionalism – student nurses all agreed that the positive behaviour/attitude, the professional role and professional attire of professional nurses are important during placement in the clinical setting. It is evident in this study that role models are central importance to the success of professionalism education where professional nurses must lead by example and that professionalism education and evaluation must be top down.  Professionalism can be taught in theory but is applied and imitated in practice by the behaviours of role models.

Student support – professional nurses play an important role as clinical supervisors and mentors to support and guide students in achieving their clinical objectives.  Important aspects identified by the participants to ensure student support were the warmth and rapport demonstrated by unit staff, support provided in gaining access to learning experiences and the willingness of the professional nurses to engage in a teaching relationship. Student nurses also identified the importance to be part of the nursing team in the unit where they are appreciated and respected as a team member.

Culture of learning – students regards the positive attitude of a professional nurse a factor that can promote a culture of learning. The clinical environment is beyond dispute considered an important part of nursing education and consists of many elements that can be divided into an academic and clinical environment. Both these aspects are important to create and ensure a culture of learning. The professional nurse is seen to be both teacher, providing clinical information and facilitating the link between theory and practice and as a liaison between the students and the unit staff. In a positive clinical learning environment students experience good co-operation between staff members and where student nurses are regarded as younger colleagues.

Role models are valuable resources in any clinical health setting, however given the sophistication of skills and attributes associated with ideal role models it is evident that many professional nurses will only provide partial opportunities to imitate their behaviours as role models to student nurses.

Conclusion:

Student nurses will continue to practice the behaviours imitated by role models they believe to be important. Therefor it is important that professional nurses are aware of the key role that their behaviour plays in the process of socialising students into the profession.  A conducive learning environment for clinical practice is vital in the clinical development of students. Forming role models of tomorrow is largely dependent on the present practices of professional nurses in the clinical learning environment.