Fostering Professional Identity Formation and Motivation for Joining Nursing and Midwifery Programmes among Undergraduate Nursing/Midwifery Students and Recent Graduates in Uganda.
IF 2.6 4区 医学Q2 PUBLIC, ENVIRONMENTAL & OCCUPATIONAL HEALTH
Scovia Nalugo Mbalinda, Kamoga Livingstone, Josephine Nambi Najjuma, Aloysius Mubuuke Gonzaga, Derrick Lusota, David Musoke, Samuel Owusu-Sekyere
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引用次数: 0
Abstract
Introduction: The development of a strong professional identity is influenced by the motivation behind enrolling in a nursing or midwifery programme. Professional identity is a driving force that sustains the commitment of nurses and midwives to nursing/midwifery and their dedication to the well‑being of those they serve. This study evaluated Ugandan students' reasons for enrolling in nursing and midwifery programmes. Furthermore, we investigated the nurse/midwifery practices that support professional identity creation in recent graduates and undergraduate nursing/midwifery students. Methods: A mixed‑method research approach was employed amongst nursing/midwifery students of Makerere University and Mbarara University of Science and Technology and recent nursing/midwifery graduates from Mulago National and Mbarara Regional referral hospitals. We collected quantitative data from 173 participants, and for qualitative data, we conducted six focus group discussions among recent graduates and students of nursing/midwifery. We used descriptive statistics and thematic analysis to analyse the quantitative and qualitative data. Results: Nearly all - 95.4% (165/173) - of the participants were motivated to undertake nursing/midwifery as their programme of study, and 94.2% (163/173) participants identified as nurses/midwives, all with an average score above 3. They also strongly agreed that they took up the programmes because they wanted to learn new things [111/173 (64.2%)] and considered nurses' groups important [68.8% (119/173)]. Participants proposed measures to promote the formation of professional identity among students and graduates, including the improvement of clinical education, the phasing out of certain levels of practice, the empowerment and embedding of ethical principles, recognition and motivation, mentorship, leadership, career guidance and the inclusion of men and challenging of gender stereotypes. Conclusion: Participants were motivated to work in nursing. The ways to promote professional identity included the improvement of clinical education, the phasing out of certain levels of practice, the empowerment and instillation of ethical principles, recognition and motivation, mentorship, leadership, career guidance and male inclusiveness and the challenging of gender stereotypes. Nursing and midwifery leadership needs to provide guidance, mentorship and empowerment; challenge gender stereotypes in nursing/midwifery practice; and give support while advocating for ethical practice.
简介护士或助产士学习护理或助产课程的动机会影响其对专业的强烈认同。职业认同感是护士和助产士致力于护理/助产工作以及为服务对象的福祉奉献的动力。本研究评估了乌干达学生报名参加护理和助产课程的原因。此外，我们还调查了支持应届毕业生和护理/助产专业本科生树立职业认同感的护理/助产实践。研究方法在马凯雷雷大学（Makerere University）和姆巴拉拉科技大学（Mbarara University of Science and Technology）的护理/助产专业学生以及穆拉戈国立医院（Mulago National Hospital）和姆巴拉拉地区转诊医院（Mbarara Regional Referral Hospital）的护理/助产专业应届毕业生中采用了混合方法研究法。我们收集了 173 名参与者的定量数据，并对护理/助产专业的应届毕业生和学生进行了六次焦点小组讨论，以获得定性数据。我们使用了描述性统计和主题分析来分析定量和定性数据。分析结果几乎所有参与者（95.4%，165/173 人）都将护理/助产作为自己的学习课程，94.2%（163/173 人）的参与者认为自己是护士/助产士，平均得分均在 3 分以上。他们还非常同意自己是因为想学习新知识才参加课程的[111/173（64.2%）]，并认为护士团体很重要[68.8%（119/173）]。与会者提出了促进学生和毕业生形成专业认同的措施，包括改进临床教育、逐步取消某些级别的实践、赋权和植入道德原则、认可和激励、导师制、领导力、职业指导以及纳入男性和挑战性别陈规定型观念。结论参与者对从事护理工作充满动力。促进职业认同的方法包括改进临床教育、逐步取消某些执业级别、赋权和灌输道德原则、认可和激励、导师制、领导力、职业指导、男性包容和挑战性别陈规定型观念。护理和助产领导层需要提供指导、传帮带和赋权；挑战护理/助产实践中的性别陈规定型观念；在倡导道德实践的同时给予支持。
期刊介绍：
ANNALS OF GLOBAL HEALTH is a peer-reviewed, open access journal focused on global health. The journal’s mission is to advance and disseminate knowledge of global health. Its goals are improve the health and well-being of all people, advance health equity and promote wise stewardship of the earth’s environment.
The journal is published by the Boston College Global Public Health Program. It was founded in 1934 by the Icahn School of Medicine at Mount Sinai as the Mount Sinai Journal of Medicine. It is a partner journal of the Consortium of Universities for Global Health.
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