Social responsibility in nursing education

A Concept Analysis of the Social Responsibility of Nursing Organizations Based on Walker and Avant's Method

Social responsibility has been a core value of the nursing profession, particularly in the area of health disparity. Nevertheless, it is unclear what is meant by social responsibility. This study examined ways to define the concept of the social responsibility of nursing organizations to understand the meaning of social responsibility in the nursing profession.

METHODS

The concept analysis process reported by Walker and Avant was used to clarify the meaning of social responsibility in nursing organizations.

RESULTS

Defining the attributes of the social responsibility of nursing organizations included accessing, educating, and practicing as approaches for strategizing the social and structural change in inequity, caring for oppressed groups suffering socially from those with privilege and power, and taking action for health policy changes in social and political unequal contexts. The antecedents of social responsibility in nursing organizations included recognizing personal characteristics, the perspective of vulnerable populations, and the social and environmental status quo, as well as educating public services on the ethical and moral reasoning of social issues. The consequences of the social responsibility of nursing organizations were achieving social justice as equal access to basic human health needed at a societal level, equal access to effective nursing practices, and the development of health promotion policies for world health administrative practices in nursing.

CONCLUSION

This study provides guidance to direct future studies by identifying conceptual attributes in the context of the social responsibility of nursing organizations.

Responsibility among bachelor degree nursing students: A concept analysis

BACKGROUND

Responsibility is an important component of the professional values and core competencies for bachelor degree nursing students and has relationships with nursing education and professionalization. It is important for providing safe and high-quality care to the clients for the present and future performance of student. But there is no clear and operational definition of this concept for bachelor degree nursing students; however, there are extensive contents and debates about the definitions, attributes, domains and boundaries of responsibility in nursing and non-nursing literature.

OBJECTIVE

To examine the concept of responsibility among bachelor degree nursing students using the evolutionary approach to concept analysis.

METHODS

A total of 75 articles published between 1990 and 2016 and related to the concept of responsibility were selected from seven databases and considered for concept analysis based on Rogers' evolutionary approach.

ETHICAL CONSIDERATIONS

Throughout all stages of data collection, analysis and reporting, accuracy and bailment were respected.

FINDINGS

Responsibility is a procedural, spectral, dynamic and complex concept. The attributes of the concept are smart thinking, appropriate managerial behaviours, appropriate communicational behaviours, situational self-mandatory and task-orientation behaviours. Personal, educational and professional factors lead to the emergence of the responsible behaviours among bachelor degree nursing students. The emergence of such behaviours facilitates the learning and education process, ensures nursing profession life and promotes clients and community health level. Responsibility has some effects on nursing students.

DISCUSSION

This concept had been changed over time since 1990-2016. There are similarities and differences in the elements of this concept in disciplines of nursing and other educational disciplines.

CONCLUSION

The analysis of this concept can help to develop educational or managerial theories, design instruments for better identification and evaluation of responsible behaviours among bachelor degree nursing students, develop strategies for enhancing the responsibility and improve the safety and quality of nursing care in the community and healthcare system.

Linking global citizenship, undergraduate nursing education, and professional nursing: curricular innovation in the 21st century

As we move into the 21st century, our roles as nurses are becoming more complex. Inequities in health within and across nations demand that nursing students examine the interconnectedness between local and global health challenges and contribute to the development and implementation of solutions to these challenges. In this article, we examine concepts related to global citizenship, globalization, social responsibility, and professionalism and link them to curricular innovation in nursing education. We argue that the development of global citizenship is a fundamental goal for all nursing students and that to achieve this, nurse educators must move beyond the creation of international placement opportunities or the use of global examples within existing courses. Nurse educators must develop strategies and design innovative curricula to provide opportunities for all students to become engaged with the concept of global citizenship and the role of nurses in a global world.

A Different Kind of Clinical Experience

Nursing faculty are faced with the dilemma of how to teach the complex health and social issues about poverty to students because most nursing students have limited exposure to the impoverished. A seminar-driven clinical experience at a crisis center was implemented to address this challenge. Preclinical and postclinical exposure questions helped both students and faculty alike identify growth in students' awareness of social responsibility, client advocacy, and ethical issues.

Online, Directed Journaling in Community Health Advanced Practice Nursing Clinical Education

The sharing of experiences in advanced practice nursing clinical courses allows for application of core principals to different facets of practice, with the potential to promote discussions beyond the course objectives, create opportunities for mentoring, foster critical thinking, and facilitate change and socialization into advanced practice. A pilot test of online, directed journaling, an innovative sharing and reflection strategy, was incorporated in a two-quarter community health advanced practice nursing clinical course in an attempt to enhance clinical learning. Six female graduate nursing students completed the journaling. A 10-item evaluation measure demonstrated that the online journaling strategy was highly effective and valuable for the students. An assessment of the journaling entries found multiple examples of discussion, mentoring, critical thinking, and socialization. Innovative online strategies should become the standard for sharing in advanced practice nursing education.

Using journals for community health students engaged in group work

Teaching students concepts integral to community health nursing, such as collaboration and partnership, while providing clinical practica in community agencies, mandates that students address group process and evaluate self-growth. To facilitate reflection on self-learning in the context of collaborative group work, faculty and students use a structured, graded, weekly journal. This teaching and learning tool serves as a mechanism for assisting students with understanding group process.

Merging Reflective Inquiry and Self-Study as a Framework for Enhancing the Scholarship of Teaching

This article provides a model for improving teaching practice and developing new knowledge about teaching. The reflective self-study approach to pedagogical inquiry is rooted in reflective inquiry and self-study as found in nursing and education literature, respectively. The model offers nurse educators a mechanism by which they can better understand themselves as teachers and how their teaching affects students. Essential features of the model include interdisciplinarity and collaboration. Using the framework outlined in this article will help establish reflective self-study research as an accepted model of inquiry and further the dialogue on teaching in higher education.

Integrating principles of community-centered practice in a community health nursing practicum

Using a service learning approach, registered nurse baccalaureate students apply the concepts of community- and population-centered practice through participation in a 10-week clinical practicum. Through this project, students experience community health theories in action, understand the sociopolitical processes that shape health, and think more broadly about clients within their particular clinical practice, and populations beyond those settings.

Ethics and community-based education: balancing respect for the community with professional preparation

Community-based education and service learning are becoming increasingly common in health and human services education. As students enter the community, several ethical dilemmas arise regarding the university's interaction with the community. This article explores clinical, agency, and community placements in terms of the relationships they engender between the university and the community. The article then outlines some ethical obligations of universities and faculty members and ethical dilemmas that arise in different placements. Finally, a fundamental ethical framework that may guide universities and faculty members in planning community-based educational experiences is proposed.

"Enter to learn, go forth to serve": service learning in nursing education

The Pew Health Professions Commission (1998) has recommended community-based service learning as an integral part of nursing education. Service learning activities in a baccalaureate nursing program with an integrated curricular model are described with a women's health elective used as one example of the integration of service learning with clinical experiences. Based on clinical journal entries, students identified benefits of service learning including (1) a sense of personal satisfaction, (2) professional growth, (3) a higher level of critical thinking skills, (4) preparation for nursing practice in a dynamic and diverse health care delivery system, and (5) an increased awareness of unmet needs in clients, families, communities, and populations. Students are truly engaged because they have the opportunity to apply theoretical concepts in giving service, creating a "capacity for connectedness," and learning social responsibility as professionals.

Problem-based learning in a competency-based world

This article addresses the needed shift in nursing education from an information-driven approach in teaching to a process that promotes higher level thinking and clinical judgement. Strengths and weaknesses of problem-based learning and competency-based education in nursing are presented. Whereas the former focuses on critical thinking and clinical judgement, the latter's emphasis is on clinical competency. The appropriateness of the philosophies in both academic and practice settings is discussed.

The role of baccalaureate nursing students in the matrix of health promotion

The Declaration of Alma Ata in 1978 put primary health care into the forefront of government health agendas around the world. The Ottawa Charter followed in 1986, emphasizing the role of health promotion for enhancing the wellness of populations and the potential cost savings related to illness care. The findings from research and evaluation in health promotion indicate that multiple approaches, such as mass media campaigns, school-based education, community education, community development, environmental initiatives, and implementation of legislation, are most likely to bring about sustained change (Garrard, 1990). Health education is a component of health promotion and is directed toward enhancing the skills of individuals, families, and communities to change behavior. Behavior change, however, will not be achieved by isolated health education campaigns but by a combination of strategies, methods, and activities at a local, state, and federal level. The type of campaigns that are implemented by nursing students is one intervention that forms part of the matrix of health promotion. This article describes the experience of a School of Nursing in the application of health education by students in a variety of settings in the community. These campaigns help the students to connect theory to nursing practice in a creative way that provides immediate and long-term benefits and may enhance the health of the community.

Self-perception and value system as possible predictors of stress

This study was directed towards personality-related, value system and sociodemographic variables of nursing students in a situation of change, using a longitudinal perspective to measure their improvement in principle-based moral judgement (Kohlberg; Rest) as possible predictors of stress. Three subgroups of students were included from the commencement of the first three-year academic nursing programme in 1993. The students came from the colleges of health at Jönköping, Växjö and Kristianstad in the south of Sweden. A principal component factor analysis (varimax) was performed using data obtained from the students in the spring of 1994 (n = 122) and in the spring of 1996 (n = 112). There were 23 variables, of which two were sociodemographic, eight represented self-image, six were self-values, six were interpersonal values, and one was principle-based moral judgement. The analysis of data from students in the first year of a three-year programme demonstrated eight factors that explained 68.8% of the variance. The most important factors were: (1) ascendant decisive disorderly sociability and nonpractical mindedness (18.1% of the variance); (2) original vigour person-related trust (13.3%) of the variance); (3) orderly nonvigour achievement (8.9% of the variance) and (4) independent leadership (7.9% of the variance). (The term 'ascendancy' refers to self-confidence, and 'vigour' denotes responding well to challenges and coping with stress.) The analysis in 1996 demonstrated nine factors, of which the most important were: (1) ascendant original sociability with decisive nonconformist leadership (18.2% of the variance); (2) cautious person-related responsibility (12.6% of the variance); (3) orderly nonvariety achievement (8.4% of the variance); and (4) nonsupportive benevolent conformity (7.2% of the variance). A comparison of the two most prominent factors in 1994 and 1996 showed the process of change to be stronger for 18.2% and weaker for 30% of the variance. Principle-based moral judgement was measured in March 1994 and in May 1996, using the Swedish version of the Defining Issues Test and Index P. The result was that Index P for the students at Jönköping changed significantly (paired samples t-test) between 1994 and 1996 (p = 0.028), but that for the Växjö and Kristianstad students did not. The mean of Index P was 44.3% at Växjö, which was greater than the international average for college students (42.3%) it differed significantly in the spring of 1996 (independent samples t-test), but not in 1994, from the students at Jönköping (p = 0.032) and Kristianstad (p = 0.025). Index P was very heterogeneous for the group of students at Växjö, with the result that the paired samples t-test reached a value close to significance only. The conclusion of this study was that, if self-perception and value system are predictors of stress, only one-third of the students had improved their ability to cope with stress at the end of the programme. This article contains the author's application to the teaching process of reflecting on the structure of expectations in professional ethical relationships.