empowering nursing students essay

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Strategies to promote academic motivation in nursing students: A qualitative study

Maryam saeedi.

Nursing Care Research Center, School of Nursing and Midwifery, Iran University of Medical Sciences, Tehran, Iran

Soroor Parvizy

Background:.

Academic motivation is highly important in nursing education. Providing high-quality nursing care requires students who have motivation to acquire information and skills. However, nursing students lose their motivation gradually during their program. Thus, the present study is aimed at elaborating on the strategies to improve academic motivation in nursing students.

MATERIALS AND METHODS:

A qualitative study was conducted in Saveh University of Medical Sciences. The data were collected through focus groups and individual semi-structured interviews with forty nursing students, professors, and lecturers of nursing and midwifery school. The participants were selected through purposeful sampling method. This method is used for the selection of people who have had experience with or are part of the culture or phenomenon of interest. Data analysis was done as a continuous process through conventional qualitative content analysis.

The strategies to promote academic motivation of nursing students were categorized into four main categories including strategies pertinent to professors (empowering and motivating to improve the quality of teaching), strategies pertinent to students (creating positive attitude toward nursing, empowering, and encouraging academic achievement), strategies pertinent to clinical education (improvement of the quality of clinical training and optimization of the academic and clinical relationships), and strategies pertinent to faculty (providing extracurricular activities, proper curriculum programming, and educational and welfare facilities).

CONCLUSIONS:

The strategies to improve academic motivation are available in different areas including professors, students, faculty, and clinical education. In general, improving the quality of education and creating positive attitude in nursing students increase their academic motivation.

Introduction

By definition, motivation is a process that stimulates and energizes physical and mental activities toward a specific goal.[ 1 ] Academic motivation is the driving force of academic studies,[ 2 ] and it is considered as an effective factor that determines whether or not students complete their program at school or college.[ 3 ] The importance of academic motivation lies with the fact that motivated students demonstrate more interest in dealing with learning activities and realizing achievements in educational environments.[ 1 , 4 ]

Motivation is one of the most complicated challenges in the way of today's teachers.[ 5 ] One of the common problems of educational systems is the low academic motivation in students, which leads to considerable educational, cultural, and economic losses to the state.[ 6 ]

Academic motivation is highly important in nursing training as providing quality nursing services needs students with enough motivation to receive a considerable amount of information and skills and undergo a continuous education process.[ 7 ] A positive and significant relationship between academic motivation and professional commitment in nursing students has been reported.[ 8 ] Moreover, nursing students with high motivation tend to suffer less academic depression and enjoy higher self-confidence.[ 9 , 10 , 11 ]

Academic motivations and its causes vary between students and during the program. Changes in educational motivation might be due to clinical experiences and professional challenges from the aspect of students.[ 12 ] Studies have shown that, despite the fact that nursing students start the program with high motivation, their motivation declines throughout the program.[ 2 , 7 , 13 , 14 , 15 ]

Lack of academic motivation in students leads to deceleration of academic achievements.[ 13 , 16 ] Since nursing profession deals with people's lives, the loss of motivation might have a destructive effect on the public health as well, which results in considerable capital losses.[ 6 ]

Taking into account the importance of academic motivation in nursing students and the challenges, this study is an attempt to elaborate on the strategies to improve academic motivation in nursing students.

Materials and Methods

The study was conducted as a qualitative analysis following content analysis approach. This study is part of an action research to design and implement a program to improve academic motivation in nursing students in Saveh University of Medical Sciences. Action research is a research paradigm that covers a range of research methods so that a group of researchers and participants cooperate to determine potential problems and feasible interventions.[ 17 ]

The study participants constituted forty members including 34 nursing students and 6 nursing professors and lecturers of Nursing and Midwifery School. To enrich the data, different participants (students at different levels and with different grade point average, age, and gender and professors and lecturers with different work experience) were selected based on purposeful sampling method. This method is used for the selection of people who have had experience with or are part of the culture or phenomenon of interest. In purposeful sampling, the goal for qualitative researchers is to develop a rich or dense description of the culture or phenomenon. The reason for choosing this sampling method was that it ensures rich data in qualitative studies.[ 18 ]

The data were collected through five focus groups with students and six individual semi-structured interviews with nursing professors and lecturers. Since the professors and lecturers did not have same free time, they were individually interviewed. The number of participants in the focus groups ranged from 6 to 8. Each focus group interviews lasted 90–120 min, and individual interviews took 45–60 min. The interviews were arranged in the most convenient time for the participants in council meeting room of the school. Each interview would be started with briefing the participants about the objectives and that their comments will remain confidential. Moreover, they gave their consent to participate in the study and voice recording. To start, the interviewer would bring in an open and general question; for instance, in the case of students, questions would be like “how does it feel being a nursing student?” followed by more specific questions throughout the interview. The more specific questions would be like “how do you evaluate your motivation to and interest in studying?” “what makes you lose your motivation for studying?” “what makes you feel more motivated to and interested in studying?” “what makes you study better?” and “what do you recommend to improve academic motivation in nursing students?”

The question that would be ask from the nursing professors and lecturers were “how do you evaluate academic motivation in nursing students?” “from your point of view, what factors affect academic motivation in students?” and “as a nursing professor (lecturer), what solutions do you propose to improve academic motivations in nursing students?”

Data gathering was continued until data saturation. Data analyses were conducted simultaneously with data gathering so that immediately (1 week afterward at most) after an interview, the content would be transcribed verbatim for encoding and analyzing. Data analysis was done based on conventional qualitative content analysis. To this end, the audio files and transcribed texts of the interviews were listened and read for several times to achieve a general perspective of the participants’ comments. Afterward, the interviews were reviewed for encoding. Throughout the reviewing, the primary codes were extracted and categorized based on the similarities and differences so that categories and subcategories were extracted.

To ensure reliability and validity of the data, Guba and Lincoln's criteria including credibility, dependability, transferability, and confirmability were used.[ 19 ]

The approaches to improve credibility in this study were creating long-term engagement with the participants and data, member check, and data triangulation. To carry out member check, all the proposed solutions and items in each interview would be summarized by the author and checked by the participants. Moreover, the transcribed and encoded interviews would be provided to the participants for confirmation and changes were made if necessary. Triangulation of the data would be conducted through interviewing different participants including students at different levels, professors, and lecturers with different work experiences.

To ensure confirmability of the data, all the interviews, codes, and categories were provided to an independent researcher to examine the codes and categories.

At so dependability of the data, all the stages and processes of the study were recorded in detail to make the study process traceable for reviewers.

With regard to transferability of the findings, the participants’ comments were presented without alterations. Moreover, demographic characteristics of the participants were reported for further examination by readers.

Characteristics of the participants are presented in Table 1 . Based on qualitative content analysis, 363 primary codes were extracted, which were then decreased into four main categories and 10 subcategories based on overlapping and combining the codes based on similarities and differences. Categories, subcategories, and codes are summarized in Table 2 . The four main categories are explained in what follows.

Characteristics of the study participants

Categories, subcategories, and codes of strategies to promote academic motivation in nursing students

Strategies pertinent to professors

The majority of the participants believed that the professors had the most important role in boosting or decreasing academic motivation in students. As a leader and role model for students, professors play a key role in educating and altering the attitudes of students. This makes professors a key influencer in the improvement of academic motivation of students.

Empowering professors

The participants believed that empowering professors, through holding educational workshops, in the areas of teaching and creating effective relationship with students, would lead to improvement of teaching performance and motivation of students. “ Improving awareness and skills of professors and lecturers in using proper teaching methods can be effective in motivating students. Some professors might not be familiar with student-centered teaching methods. Holding workshops in this area can be helpful ” (Nursing assistant professor).

Motivating professors to improve the quality of teaching

Quality of teaching is one of the key factors in academic motivation of students. According to the participants, one of the approaches to improve the quality of teaching is to motivate and incentivize professors. “ Sometimes the lecturer might lack the motivation. As a faculty member, I can easily lose my motivation when I see that my hard work to improve learning performance of students in not recognized by the faculty ” (Nursing lecturer).

Strategies pertinent to students

Creating academic motivations is not possible without focusing on these factors. Thereby, part of the strategies for promoting academic motivation has to be done with students.

Creating positive attitudes toward nursing in students

According to the participants, one of the reasons for lack of motivation in nursing students was lack of interest and negative attitude to the profession. One reason for this might be lack of knowledge about nursing and its role in the society. In light of this, it is helpful to hold familiarization seminars and meetings to introduce the profession to the students and clarify their ambiguities. “ One reason for lack of interest in studying is that the students are not interested in their major. I think if the students are convinced that their role is not less than that of physicians and that their job is a valuable one, they will have more motivation and interest ” (Student).

Empowering students

As noted by the participants, empowering students by holding educational workshops, focusing on educational condition of students, and supporting students to overcome educational challenges were effective in academic motivation. “ Paying attention to educational performance of students will improve their motivations. Consulting professors should support students and be prepared to reward improvement in educational performance of students or examine the causes of probable decline in educational performance. If possible, they should solve student's problem ” (Student).

Encouraging academic achievement

One of the approaches that can have a notable effect on academic motivation of students was appreciating academic achievement of hard-working students. The participants complained that their hard works in the school were not recognized by the officials. “ I think there must be a difference between the student who gains better grades and those who fail. However, the school even does not bother to announce the name of top students ” (Students).

Strategies pertinent to clinical education

The majority of the participating students noted that their academic motivation and interest in nursing have altered after entering clinical training stage. Nursing is a clinical profession, and one-half of the trainings take place at clinical environment. Therefore, the clinical environment is effective in the motivation or demotivation of students.

Improvement of clinical training quality

The participants believed that improvement of clinical education quality through employing scientific principles in trainings, empowering clinical trainers, recruiting experienced trainers, and providing educational facilities and a decent training environment would lead to academic motivation of students. “ I think using experienced trainers in clinical training is a great academic motivation for students. Students will be more interested in clinical work when they have knowledgeable and experienced trainers ” (Lecturer).

Optimization of the academic and clinical relationships

The quality of relationships at clinical setting was effective on academic performance of students. The participants believed that the improper way by which some nurses treat students and lack of coordination between education and clinical relationships disturb clinical education of students and decrease academic motivation in them. “ Nurses and personnel in hospitals do not know how to treat students or what to expect from students. They expect everything from students, even doing noneducational services ” (Student).

Strategies pertinent to the faculty

Planning extracurricular activities for students.

The participants believed that holding extracurricular activities such as sports events, cultural works, and leisure activities along with educational activities was effective in the academic motivation of students. In some cases, however, the students were not aware of such activities and this calls for better public informing services. “ Extra-curricular activities open the minds of students and make them better study and ensure good physical and mental health in them ” (Student).

Proper curriculum programming

Some of the participants noted that they were not satisfied by the curriculum planning of their school and proposed solutions for improvement. “ One of the factors that decrease educational motivation is squeezed timetable of the courses. After spending the whole morning in the hospital, we do not have the energy to spend the afternoon in classroom let alone paying attention to professor and learning ” (Student).

Provision of educational and welfare facilities

The participants believed that lack of educational and welfare facilities at the school had negative effect on students’ academic motivation. Therefore, some highlighted the necessity of providing educational and welfare facilities at the school. “ Students will learn better if they enjoy a more decent educational environment at the school. For instance, having equipped labs to hold parasitology class in it so that students could watch actual parasites by microscope is surely effective in improving their motivation ” (Student).

The strategies to improve academic motivation are available in different areas including professors, students, clinical education, and faculty. Part of the strategies was extracted directly from the participants’ comments, and another part was determined based on the problems highlighted by the participants.

Part of the motivational strategies was focused on professors. Several studies have noted the role of professors in creating academic motivation in students.[ 15 , 20 , 21 , 22 , 23 ]

Empowering professors through holding educational workshops can have a positive effect on the awareness and skills of professors in establishing proper relationship with students and motivating them. Communication and teaching skills determine if a teacher is successful in his/her work or not. These skills play a notable role in motivating students.[ 21 , 24 ] Consistent with the findings of the present study, Ghadami et al . emphasized on the importance of improving communication skills of professors and recommended holding workshops in this area.[ 25 ] Incentivizing professors to improve the quality of teaching along with empowering them may lead to the improvement of academic motivation in nursing students. Schiefele reported that teachers can motivate students through implementing better class managements and utilizing proper teaching methods.[ 26 ]

According to the participants, creating positive attitude and interest in nursing was effective in academic motivation of students. Many authors have noted the relationship between interest in the field of study and academic motivation in nursing students.[ 27 , 28 ] Negative thoughts about the major, which is mostly rooted in lack of information, and the effect of peers and friends who are not aware of nursing profession are among the demotivating factors in nursing students.[ 15 ]

Empowering students through holding educational workshops that they need and paying more attention to their education performance were among the strategies pertinent to students. Consistently, Aghajari et al . reported that holding life skill workshops for nursing students was effective in their learning motivation.[ 29 ] Empowering students increases self-efficacy in them. Studies have reported a positive and significant relationship between self-efficacy and academic motivation in nursing students.[ 10 , 30 , 31 ]

Encouraging educational achievement in students was another motivating strategy. Recognizing top students improves self-confidence and interest in studying in them. Consistently, Jones based on his motivational model reported that one of the factors that motivates students is to pay attention to the educational achievement.[ 4 ]

The strategies pertinent to clinical education were another main category. Nursing is a clinical profession so that clinical education is a key and inseparable part of nursing education with notable role in the development of professional skills in students.[ 32 ] According to the participants, improvement of clinical, educational quality affected the motivation of nursing students. Consistently, Jasemi et al . reported that improving the quality of clinical education through recruiting capable trainers with good communicational skills could motivate students.[ 33 ] The participants believed that improvement of the relationships between students and personnel and nurses, in particular, was another effective factor. Consistently, Hanifi et al . showed that the quality of communication and the way nurses interact with students were effective in academic motivation of nursing students.[ 34 ]

Another main category was the strategies pertinent to the faculty. Some authors have highlighted the direct effect of educational system on academic motivation of students.[ 35 ] According to the participants, efficient curriculum planning is an effective factor to motivating students. Consistently, Najafi Kalyani highlighted that ineffective curriculum planning was one of the factors that decreased motivation in students.[ 36 ] Moreover, one reason for nursing students’ dropout during the early stage of the program, in particular, was the heavy load of classes.[ 37 ] Given these, it is essential for the curriculum planners and teachers to take learning interests and capabilities of students into account in planning and teaching.[ 27 ] Provision of educational and welfare facilities was another solution for motivating students. Consistently, Hamjah et al . noted that providing students’ financial aid and learning facilities was effective in students’ motivation.[ 38 ] Emotions such as pleasure, interest, and happiness which are achieved through appropriate educational and welfare facilities will enhance the student's motivation and increase academic and educational activities.[ 39 ]

The results of this study can be used as a guide for officials, planners, professors, and lecturers to design academic motivation-boosting programs. Moreover, each one of the strategies mentioned here can be further examined through experimental studies.

The strategies to improve academic motivation are available in different areas including professors, students, faculty, and clinical education. The findings of this study can be used as a guideline for officials, planners, and professors of nursing to design academic motivation improvement programs for nursing students.

Financial support and sponsorship

The article has been derived from a PhD thesis. The study was financially supported and granted by Iran University of Medical Sciences Grant No. 96-02-28-31534.

Conflicts of interest

There are no conflicts of interest.

Acknowledgment

The authors thank the nursing professors, lecturers and students participated in this study. The study received ethical approval code (IR.IUMS.FMD.REC1396.9321199002) from the Ethics Committee for Research of Iran University of Medical Sciences.

Empowerment of Students and Employees in Nursing Essay

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• As a source of information (ensure proper referencing)
• As a template for you assignment

Empowerment of students and employees is essential in any area of human activity, and it is crucial in nursing where medical personnel need to perform responsible tasks on an everyday basis. In healthcare, empowerment carries multiple benefits for both individual nurses and the system as a whole (Kennedy, Hardiker, & Staniland, 2015). Giving employees more autonomy and power to make decisions independently makes them feel more valued, trusted, and respected and encourages nurses to assume personal responsibility for the health outcomes of the patient. In addition to that, such practice stimulates professional growth and self-education of workers. Such employees make the work of a medical institution more efficient, reducing the necessity for control and micromanagement and make the overall system more stable (Kennedy, Hardiker, & Staniland, 2015). Thus, the empowerment of employees is an essential aspect of leadership in nursing, and it has a significant positive effect on the quality of care.

Kennedy, S., Hardiker, N., & Staniland, K. (2015). Empowerment an essential ingredient in the clinical environment: A review of the literature. Nurse education today, 35(3), 487-492.

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IvyPanda. (2021, July 13). Empowerment of Students and Employees in Nursing. https://ivypanda.com/essays/empowerment-of-students-and-employees-in-nursing/

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How to Write a Nursing Reflective Essay as a BSN Nursing Student

• November 29, 2023

Welcome to NursingWriters.net, your go-to resource for expert information and guidance on writing nursing essays. In this article, we will provide you, as a BSN nursing student , with a comprehensive guide on how to write a compelling nursing reflective essay. Reflective essays are a personal reflection on your experiences in the nursing profession, and we are here to help you navigate this writing challenge.

As a busy nursing student, we understand that you may have limited time to spare. That’s where NursingWriters.net comes in, empowering you to excel in your BSN program by providing expert guidance on different writing and comprehension challenges you may face. Let’s dive into the world of nursing reflective essays and discover how you can effectively express your thoughts and insights.

Key Takeaways:

• Reflective essays allow nursing students to reflect on their experiences and personal growth in the profession.
• A nursing reflective essay is different from a personal statement, focusing on self-reflection rather than academic achievements.
• Key elements to include in a nursing reflective essay are the inciting incident, personal reflections, vivid details, and actions taken.
• The introduction should grab the reader’s attention and provide a clear thesis statement.
• The body paragraphs should delve into the writer’s reflections and emotions with specific examples and anecdotes.

What Is a Reflective Essay in Nursing?

A reflective essay in nursing is a powerful tool that allows nursing students to analyze their experiences, emotions, and actions related to their nursing practice. It provides an opportunity for self-reflection, critical thinking, and personal growth. Reflective writing can help nurses develop a deeper understanding of their own practice, improve patient care, and enhance their professional development.

Reflective essays in nursing differ from personal statements in that they focus on specific experiences and their impact on the writer’s growth and development. These essays require the writer to critically reflect on their actions, emotions, and thoughts, and identify ways to improve their practice. By examining their experiences and applying reflective frameworks, nursing students can gain valuable insights into their strengths, weaknesses, and areas for growth.

When writing a reflective essay in nursing , it is important to follow a structured approach. This includes describing the incident or experience, analyzing personal thoughts and feelings, exploring the actions taken, and reflecting on the outcomes and implications. By structuring the essay effectively, nursing students can communicate their reflections in a clear and organized manner.

Key Elements to Include in a Nursing Reflective Essay

When writing a nursing reflective essay, it is important to include key elements that will make your essay comprehensive and impactful. These elements will help you convey your thoughts and experiences clearly, allowing the reader to gain a deeper understanding of your reflections on nursing practice.

Inciting Incident or Event

The first key element to include in your nursing reflective essay is the inciting incident or event. This is the moment or experience that triggered your reflection and made a significant impact on your practice. It could be a challenging patient encounter, an ethical dilemma, or a personal realization. By describing this event in detail, you set the stage for your reflective journey.

Personal Reflections

Your nursing reflective essay should also include personal reflections on the experience. This is where you delve into your thoughts, feelings, and emotions related to the inciting incident. Reflect on how the event made you feel, what you learned from it, and how it has influenced your growth as a nursing professional. Be honest and vulnerable in your reflections, as this will allow the reader to connect with your experience on a deeper level.

Vivid Setting and Descriptive Details

To create a vivid and engaging narrative, include specific details that paint a picture of the setting and the people involved. Describe the physical environment, the interactions between healthcare professionals and patients, and any other relevant details that contribute to the overall context of the experience. This will help the reader visualize the situation and understand the complexities of the event.

Actions Taken

Finally, it is important to describe the actions you took in response to the inciting incident. Discuss how you applied your nursing knowledge and skills to address the challenges or opportunities presented by the event. Reflect on the effectiveness of your actions and whether there were any areas for improvement. This demonstrates your ability to critically analyze your own practice and make informed decisions.

By including these key elements in your nursing reflective essay, you can create a comprehensive and impactful piece of writing that showcases your growth and development as a nursing professional.

How to Write the Introduction of a Nursing Reflective Essay

The introduction of a nursing reflective essay plays a crucial role in capturing the reader’s attention and setting the tone for the entire essay. It should provide a concise overview of the main points that will be discussed and create a sense of curiosity and engagement. Here are some tips to help you write an effective introduction for your nursing reflective essay:

• Start with an intriguing opening line: Begin your introduction with a captivating statement or anecdote that relates to the topic of your essay. This will grab the reader’s attention and make them eager to continue reading.
• Provide context and background information: Give a brief overview of the event or experience that you will be reflecting on in your essay. This will help the reader understand the context and significance of your reflections.
• Present a clear thesis statement: Your thesis statement should clearly state the main purpose of your essay and the specific points or themes that you will be exploring. This will give the reader a preview of what to expect in the body of the essay.

By following these tips, you can craft an introduction that captivates the reader and sets the stage for a compelling nursing reflective essay.

“As I walked into the busy hospital ward on my first day of clinical rotation, I couldn’t help but feel a mix of excitement and nervousness. Little did I know that this experience would become a pivotal moment in my nursing journey, shaping my understanding of empathy, communication, and patient-centered care. In this reflective essay, I will delve into the details of this encounter and explore the personal and professional growth that resulted from it.”

With an attention-grabbing opening, providing context, and presenting a clear thesis statement, your introduction will set the stage for a compelling nursing reflective essay that captures the reader’s attention and lays the foundation for your reflections.

Nursing Reflection Essay Tips and Examples

Writing a nursing reflective essay requires careful consideration and thoughtful analysis. Here are some tips to help you craft an impactful and meaningful reflection essay as a BSN nursing student . Additionally, we will provide examples to illustrate how these tips can be applied.

Tips for Writing a Nursing Reflection Essay:

• Start by choosing a specific experience or event that had a significant impact on your nursing practice. This could be a challenging patient encounter, a critical incident, or a personal realization that transformed your perspective.
• Reflect on the experience and consider how it affected your emotions, thoughts, and actions. What did you learn from the experience? How has it shaped your growth as a nursing professional?
• Focus on the key aspects of the experience that were particularly impactful or meaningful to you. Avoid including unnecessary details or deviating from the main message of your reflection.
• Use specific examples, anecdotes, or patient scenarios to support your reflections. This will make your essay more engaging and relatable to the reader.
• Consider the ethical implications of the experience and reflect on how it has influenced your approach to patient care and decision-making.
• End your essay with a reflection on the implications of your learning for future nursing practice. How will you apply the lessons learned to provide better care and improve patient outcomes?

Now, let’s take a look at two examples of nursing reflective essays to further illustrate these tips:

“During my clinical rotation in the Intensive Care Unit (ICU), I encountered a complex patient case that challenged my critical thinking skills and decision-making abilities. The patient was a middle-aged woman who had undergone a complicated surgery and experienced numerous post-operative complications. This experience taught me the importance of collaboration within the healthcare team and the significance of advocating for the patient’s best interests…”

“One of the most significant experiences during my nursing education was my time spent in the pediatric oncology unit. Witnessing the resilience and bravery of children facing life-threatening illnesses had a profound impact on my perspective as a nurse. It taught me the importance of providing holistic care, not only addressing physical needs but also supporting emotional well-being and promoting a positive environment for healing…”

These examples demonstrate how personal reflections, specific details, and professional insights can be incorporated to create a compelling nursing reflective essay. Remember to structure your essay in a clear and organized manner, ensuring that your reflections flow logically and coherently.

By following these tips and utilizing examples, you can create a compelling nursing reflective essay that showcases your growth and development as a nursing professional.

How to Conclude a Nursing Reflective Essay

The conclusion of a nursing reflective essay serves as the final reflection on the writer’s growth and learning from the experience. It is an essential part of the essay that summarizes the main points discussed and leaves a lasting impression on the reader. The reflective essay conclusion should bring closure to the essay by restating the thesis statement and highlighting the key takeaways from the essay.

To write a strong and impactful conclusion, start by restating the thesis statement in a clear and concise manner. This reminds the reader of the main focus of the essay and reinforces its significance. Next, summarize the key points discussed in the body paragraphs, highlighting the most important insights and reflections. This helps to reinforce the main ideas and ensures that they are not overlooked in the final reflection.

In addition to summarizing the main points, a thought-provoking statement or future outlook can be included to provide a sense of closure and leave the reader with something to ponder. This can be a reflection on how the experience has influenced the writer’s future practice or a call to action for continued personal and professional growth. By ending the essay on a strong and meaningful note, the conclusion enhances the overall impact of the nursing reflective essay.

A well-crafted conclusion is essential for a nursing reflective essay as it reinforces the main ideas, leaves a lasting impression on the reader, and provides a sense of closure. By following these tips, nursing students can create a powerful and impactful conclusion that enhances the overall effectiveness of their reflective essays.

Tips for Writing a Nursing Reflective Essay

Writing a nursing reflective essay can be a challenging task, but with the right approach, it can also be a rewarding experience. Here are some helpful tips and strategies to guide nursing students in their essay writing process:

• Start early: Give yourself plenty of time to brainstorm ideas, reflect on your experiences, and write and revise your essay. Starting early will help you avoid last-minute stress and allow for a more thoughtful and polished essay.
• Conduct thorough self-reflection: Before you begin writing, take the time to reflect on your experiences and emotions related to your nursing practice. Consider how these experiences have shaped your growth and development as a nurse, and what lessons you have learned along the way.
• Organize your thoughts and ideas: Create an outline or a rough structure for your essay to ensure a logical flow of ideas. Group similar thoughts and reflections together to create cohesive paragraphs, and use headings or subheadings to further organize your essay.
• Seek feedback: Share your essay with trusted peers or instructors and ask for their feedback. They can offer valuable insights, provide constructive criticism, and help you refine your essay to make it stronger and more impactful.

Additionally, it is important to pay attention to the technical aspects of your essay:

• Grammar and spelling: Proofread your essay carefully to ensure it is free of any grammatical or spelling errors. Use grammar and spell-check tools, and consider asking someone else to review your essay for a fresh perspective.
• Coherent writing style: Use clear and concise language to convey your thoughts and reflections. Avoid excessive jargon or technical terms, and focus on communicating your ideas effectively.
• Formatting guidelines: Follow any formatting guidelines provided by your instructor or institution. Pay attention to font style, size, spacing, and citation style if required.

By following these tips and strategies, nursing students can approach their reflective essay writing with confidence and produce compelling and insightful essays that showcase their growth and development in the nursing profession.

Reflective Tools and Models for Nursing Reflective Essays

Reflective tools and models can provide structure and guidance for nursing students when writing reflective essays. These tools help organize thoughts and experiences, allowing for a more comprehensive and meaningful reflection. By utilizing reflection models , nursing students can enhance their reflective writing skills and deepen their understanding of their own growth and development as healthcare professionals.

Gibbs’ Reflective Model

“Reflective practice is both an art and a science that requires ongoing commitment and practice.” – Gibbs

Gibbs’ Reflective Model is a widely used reflection framework in nursing. It consists of six stages: description, feelings, evaluation, analysis, conclusion, and action plan. This model encourages a structured approach to reflection, allowing the writer to systematically explore their thoughts and emotions, analyze the situation, and identify areas for improvement or further development.

Dewey’s Reflective Thinking Model

“We do not learn from experience, we learn from reflecting on experience.” – Dewey

Dewey’s Reflective Thinking Model focuses on the importance of reflection as a tool for learning and growth. It emphasizes the need to actively engage with experiences, thoughts, and emotions, and to critically evaluate them in order to gain deeper insights and understanding. This model encourages nursing students to think analytically and develop a continuous learning mindset.

Kolb Reflective Model

“Knowledge results from the combination of grasping experience and transforming it.” – Kolb

The Kolb Reflective Model is based on the concept of experiential learning. It consists of four stages: concrete experience, reflective observation, abstract conceptualization, and active experimentation. This model encourages nursing students to engage in a cyclical process of learning, where they actively participate in experiences, reflect on them, conceptualize their insights, and apply their learning in real-life situations.

Schön Reflective Model

“Reflection-in-action is the heart of the learning process.” – Schön

Schön Reflective Model emphasizes the importance of reflection in the midst of action. It focuses on the ability to think and adapt in real-time, making decisions based on professional knowledge and experiences. This model encourages nursing students to develop a reflective mindset that allows them to learn and grow while actively engaging in their practice.

Benefits of Reflective Writing in Nursing

Reflective writing plays a crucial role in nursing practice, offering numerous benefits for nursing students and professionals alike. By engaging in reflective writing, nurses can enhance their self-awareness, develop their critical thinking skills, and gain a deeper understanding of patient experiences. This section will explore the advantages of reflective writing in nursing and its significance in healthcare.

Enhanced Self-Awareness

Reflective writing fosters self-reflection, allowing nurses to examine their thoughts, emotions, and actions in various clinical situations. Through this process, they gain a deeper understanding of their strengths, weaknesses, and areas for improvement. This heightened self-awareness enables nurses to provide more effective and compassionate patient care, fostering a patient-centered approach.

Improved Critical Thinking

Reflective writing encourages nurses to think critically about their experiences and the impact of their actions. It requires them to analyze and evaluate the effectiveness of their decision-making and problem-solving skills. By reflecting on past experiences, nurses can identify areas where they can enhance their clinical practice and make informed decisions based on evidence and best practices.

Increased Empathy and Understanding

Through reflective writing, nurses develop a deeper empathy and understanding of patient experiences. By reflecting on their interactions with patients, nurses can recognize the emotions, fears, and challenges faced by individuals in their care. This increased empathy enables nurses to provide more holistic and patient-centered care, improving the overall healthcare experience for patients.

Continuous Professional Development

Reflective writing is an essential tool for nurses’ continuous professional development. It allows them to document their growth, learning, and achievements throughout their nursing career. By regularly engaging in reflective writing, nurses can identify areas for further development, set goals for improvement, and ensure they are providing the best possible care to their patients.

Overall, reflective writing in nursing is a powerful tool that empowers nurses to enhance their self-awareness, critical thinking skills, and empathy. By engaging in this practice, nurses can continuously improve their clinical practice, provide high-quality patient care, and contribute to the ongoing development of the nursing profession.

Nursing Reflective Essay Examples

Looking for inspiration for your nursing reflective essay? Here are some examples that showcase different experiences, reflections, and growth in the nursing profession.

These examples demonstrate how nursing reflective essays can provide valuable insights into personal experiences, reflections, and professional growth. They serve as excellent references to help nursing students develop their own reflective writing skills and gain a deeper understanding of the nursing profession.

Writing a Nursing Reflective Essay for Nursing School Application

A nursing reflective essay can be a powerful tool for nursing school applications. It allows applicants to showcase their self-awareness, critical thinking skills, and passion for the nursing profession. When writing a nursing reflective essay for a nursing school application, there are a few key tips to keep in mind.

Reflect on your passion for nursing

Start by reflecting on what drew you to the nursing profession and why you are passionate about it. Consider your personal experiences, such as volunteering or shadowing healthcare professionals, and how they have shaped your desire to become a nurse. Highlight your commitment to providing compassionate and quality patient care.

Share personal experiences in healthcare settings

Provide specific examples of your experiences in healthcare settings, such as clinical rotations or internships. Reflect on the challenges you faced, the lessons you learned, and how those experiences have impacted your growth and development as a future nurse. Discuss any significant interactions with patients, healthcare teams, or mentors that have shaped your understanding of the nursing profession.

Align with the nursing school’s values and mission

Research the nursing school’s values, mission, and educational philosophy. Ensure that your reflective essay aligns with these principles and demonstrates your commitment to the school’s mission. Use the nursing school’s prompts or essay questions as a guide to structure your essay and address the specific criteria they are looking for in applicants.

By following these tips, you can write a compelling nursing reflective essay that effectively conveys your passion for nursing, showcases your experiences, and aligns with the nursing school’s values. Remember to proofread your essay carefully for grammar and spelling errors and seek feedback from mentors or trusted individuals in the nursing profession to ensure your essay is clear, concise, and impactful.

(Table) Tips for Writing a Nursing Reflective Essay for Nursing School Application

Writing a nursing reflective essay can be a transformative experience for BSN nursing students. It allows them to gain valuable insight into their own growth and development as future healthcare professionals. Throughout this comprehensive guide, we have provided expert information and guidance on how to write a compelling nursing reflective essay.

By understanding the purpose of a reflective essay and the key elements to include, nursing students can effectively showcase their personal experiences and reflections. Incorporating reflection models such as Gibbs’ Reflective Model or Kolb Reflective Model can also provide structure and depth to their essays.

At NursingWriters.net, we are dedicated to empowering busy nurses and providing them with the tools they need to excel in their BSN programs. Whether it’s writing a reflective essay or any other writing challenge, we are here to support and guide nursing students towards success.

What is a nursing reflective essay?

A nursing reflective essay is a personal essay where the writer reflects on their own experiences and how those experiences have shaped their growth and development in the nursing profession.

How is a reflective essay in nursing different from a personal statement?

While a reflective essay in nursing focuses on the writer’s personal experiences and reflections, a personal statement is more of a formal document that highlights the writer’s qualifications, achievements, and future goals in the nursing profession.

What are the key elements to include in a nursing reflective essay?

The key elements to include in a nursing reflective essay are the inciting incident or event, personal reflections on the experience, specific details to create a vivid setting, and a description of the actions taken by the writer. It is important to avoid including academic details and excessive focus on emotions.

How should I write the introduction of a nursing reflective essay?

To write an engaging and informative introduction for a nursing reflective essay, you can grab the reader’s attention with an intriguing opening line, provide context and background information, and present a clear thesis statement. Focus on the specific event or experience that will be the main focus of the essay.

How should I structure the body paragraphs of a nursing reflective essay?

The body paragraphs of a nursing reflective essay should have a clear structure. Use the first paragraph to present the thesis statement and provide background information on the event. Use subsequent paragraphs to explore your reflections, emotions, and actions taken. Use specific examples and anecdotes to make the essay more engaging.

How should I conclude a nursing reflective essay?

To write a strong conclusion for a nursing reflective essay, you can summarize the main points discussed in the essay, provide a final reflection on your growth and learning from the experience, restate the thesis statement, and leave the reader with a thought-provoking statement or future outlook.

What are some tips for writing a nursing reflective essay?

Some tips for writing a nursing reflective essay include starting early, conducting thorough self-reflection, organizing your thoughts and ideas, and seeking feedback from peers or instructors. Pay attention to proper grammar and spelling, coherent writing style, and adhere to any formatting guidelines provided.

How can reflective tools and models help with nursing reflective essays?

Reflective tools and models provide structure and guidance for nursing students when writing reflective essays. Models such as Gibbs’ Reflective Model, Dewey’s Reflective Thinking Model, Kolb Reflective Model, and Schön Reflective Model can be used as frameworks for organizing thoughts and experiences in a nursing reflective essay.

What are the benefits of reflective writing in nursing?

Reflective writing in nursing offers benefits such as enhanced self-awareness, improved critical thinking skills, increased empathy and understanding of patient experiences, and continuous professional development. It promotes lifelong learning and helps improve patient care.

Where can I find nursing reflective essay examples?

You can find nursing reflective essay examples that showcase different experiences, reflections, and growth. These examples incorporate personal reflections, specific details, and professional insights into nursing practice. They demonstrate the diversity of topics and experiences that can be explored in nursing reflective essays.

How can I write a nursing reflective essay for nursing school applications?

To write a nursing reflective essay for nursing school applications, reflect on your passion for nursing, personal experiences in healthcare settings, and future goals in the nursing profession. Address specific prompts and align the content with the nursing school’s values and mission.

How can writing a nursing reflective essay benefit BSN nursing students?

Writing a nursing reflective essay allows BSN nursing students to gain insight into their own growth and development as future healthcare professionals. It helps improve critical thinking skills, self-awareness, and understanding of patient experiences. It also promotes continuous professional development.

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• OJIN Homepage
• Table of Contents
• Volume 12 - 2007
• Number 1: January 2007
• Power and Empowerment in Nursing

Power and Empowerment in Nursing: Looking Backward to Inform the Future

Dr. Manojlovich graduated from an ADN program in 1985, and received CCRN certification in 1989. She maintains her CCRN status by practicing as a staff nurse in the Medical Intensive Care Unit at the University of Michigan Health System two days a month. She received her PhD in 2003, and is currently an Assistant Professor at the University of Michigan. Dr. Manojlovich has been fascinated by the hospital environment’s effect on nursing practice ever since becoming a nurse, and is developing a research program investigating how empowerment can improve both nursing and patient outcomes. Dr. Manojlovich has written numerous publications describing the relationship of empowerment to nursing variables and works closely with Dr. Heather Laschinger, one of the foremost experts on nursing empowerment.

DOI: 10.3912/OJIN.Vol12No01Man01 https://doi.org/10.3912/OJIN.Vol12No01Man01

Key words: burnout, empowerment, feminist theory, job satisfaction, nursing outcomes, nursing practice, nursing practice environment, power, relational theory, socialist feminism

The new millennium is upon us. Many advances in technology and health care indeed make this a brave new world. However, relatively little has changed in nursing, where almost 95% of all nurses are still women ( Spratley, Johnson, Sochalski, Fritz, & Spencer, 2000 ). Even now, years after the feminist movement, many nurses do not feel empowered, and what we do "as nurses does not seem to be working" ( Fletcher, 2006 , p. 50). An examination of the state of the science on power and empowerment in nursing is warranted, to determine if the literature can provide insights into how, if at all, nursing can garner power for the profession as well as for patient care.

This paper will begin with an examination of the concept of power; move on to a historical review of nurses’ power over nursing practice; describe the kinds of power over nursing care needed for nurses to make their optimum contribution; and conclude with a discussion on the current state of nursing empowerment related to nursing care.

The Concept of Power

Power is a widely used concept in both the physical and social sciences, and as a result, there are many definitions. In the physical sciences power refers to the amount of energy transferred per unit of time. Electricians work to provide and restore this type of power as a matter of course. Mathematicians have a different notion of power in mind when they talk about a numeral to the second (or third) power. Sociologists describe power as the ability to impose one’s will upon others, and savvy researchers conduct power analyses before they begin their experiments [ http://en.wikipedia.org/wiki/Power ].

Several definitions of power have been used in nursing. Power has been defined as having control, influence, or domination over something or someone ( Chandler, 1992 ). Another definition views power as "the ability to get things done, to mobilize resources, to get and use whatever it is that a person needs for the goals he or she is attempting to meet" ( Kanter, 1993 , p. 166). For Benner, power includes caring practices by nurses which are used to empower patients ( Benner, 2001 ). Power may also be viewed as a positive, infinite force that helps to establish the possibility that people can free themselves from oppression ( Ryles, 1999 ).

Some researchers have described types of power, such as legal, coercive, remunerative, normative, and expert power ( Conger & Kanungo, 1988 ). Of particular interest to nursing is the concept of expert power, which has been defined as "the ability to influence others through the possession of knowledge or skills that are useful to others" ( Kubsch, 1996 , p. 198). Benner ( 2001 ) has described qualities of power associated with caring provided by nurses such as transformative and healing power. Transformative and healing power contribute to the power of caring, which is central to the profession of nursing ( Benner, 2001 ).

Power is necessary to be able to influence an individual or group. Nurses need power to be able to influence patients, physicians, and other health care professionals, as well as each other. Powerless nurses are ineffective nurses, and the consequences of nurses’ lack of power has only recently come to light (Page, 2004). Powerless nurses are less satisfied with their jobs ( Manojlovich & Laschinger, 2002 ), and more susceptible to burnout and depersonalization ( Leiter & Laschinger, 2006 ). Lack of nursing power may also contribute to poorer patient outcomes ( Manojlovich & DeCicco, in review ). Studies such as these suggest that there are compelling reasons to promote power in nursing.

Historical Review of Nurses’ Power over Nursing Practice

A historical review of nurses’ power over nursing practice should include social, cultural, and educational factors that influence nurses’ power over their practice. Social and cultural factors that influence nursing power have their roots in the view of nursing as women’s work ( Wuest, 1994 ). Initially, nursing was a domestic role women were expected to fulfill in the home ( Wuest ). In addition, a lot of nursing work is done in private, behind drawn curtains ( Wolf, 1989 ). The persistent invisibility of a lot of nursing work decreases nursing’s social status and perceived value ( Benner, 2001 ; Wolf ), contributing to powerlessness.

The fact that women’s right to vote is less than 100 years old suggests oppression of women was common in the not too distant past, and may explain in part ongoing powerlessness. Although the feminist movement of the 1960s did much to bring women in other professions on an equal footing with men, nursing’s low status in the health care hierarchy remains. Educational factors contribute to this situation, and they are twofold. First, nursing has historically been taught in hospitals, perpetuating nursing’s low status in relation to physicians and other health care providers. Since twenty-two percent of nurses in America today are diploma graduates ( Spratley et al., 2000 ), this educational factor may still be contributing to nursing’s powerlessness. Second, the multiple entry levels into nursing practice further dissipate whatever influence nursing may be able to generate. Nursing’s ongoing debate over entry level issues may be contributing, inadvertently, to the lack of power that education should be mitigating.

It has been over twenty years since both Styles and Hall maintained that power is central to nursing’s development as a profession ( Hall, 1982 ; Styles, 1982 ). Nurses’ lack of power may be rooted in a societal reluctance in general to discuss power openly ( Kanter, 1979 ). Nurses may be more reluctant than most to discuss power because 95% of all nurses are women ( Spratley et al., 2000 ), and women have not been socialized to exert power ( Rafael, 1996 ). Historically nurses have had difficulty acknowledging their own power ( Rafael ). This reluctance to acknowledge and subsequently use one’s power as a nurse may in part explain many nurses’ inability to control their practice.

According to Rafael ( 1996 ) power has been viewed as a outcome of masculinity and in direct opposition to caring, which is seen as the essence of nursing and traditionally aligned with femininity. Many nurses may be reluctant to access or use power because they view power as a masculine attribute that is inconsistent with their self-identities as women. Therefore, a masculine view of power may be contributing to nurses’ continuing lack of power.

Kanter ( 1993 ) maintains that power is acquired through the process of empowerment. She views empowerment as arising from social structures in the workplace that enable employees to be satisfied and more effective on the job ( Kanter, 1993 ). Chandler argues that empowerment arises from relationships and not merely from the parceling out control, authority, and influence ( Chandler, 1992 ). Empowerment has been conceptualized from many different perspectives ( Kuokkanen & Katajisto, 2003 ). Empowerment may be either an individual or a group attribute ( Ryles, 1999 ). It may arise from the work environment ( Kanter, 1993 ) or from within one’s own psyche ( Conger & Kanungo, 1988 ) and may be viewed as either a process or an outcome ( Gibson, 1991 ).

The concept of empowerment emerged in the late 1960s and early 1970s as a result of the self-help and political awareness movements ( Ryles, 1999 ). Although power has been discussed in nursing literature since the 1970s ( Kalisch, 1978 ), Chandler ( 1986 ) was among the first to describe the process of empowerment in nursing. Chandler ( 1992 ) also distinguished between power and empowerment, noting that empowerment enables one to act, whereas power connotes having control, influence, or domination.

Ongoing research on empowerment in nursing has demonstrated that empowered nurses are "highly motivated and are able to motivate and empower others by sharing the sources of power" ( Laschinger & Havens, 1996 , p. 28). Empowered nurses experience less burnout ( Laschinger, Finegan, Shamian, & Wilk, 2003 ) and less job strain ( Laschinger, Finegan, & Shamian, 2001 ). Alternatively, disempowerment, or the inability to act, creates feelings of frustration and failure in staff nurses, even though they may still be accountable ( Laschinger & Havens, 1996 ).

Historically access to and the content of nursing education has not been fully under the control of nurses ( Rafael, 1996 ). Other groups continue to exert control over nurses’ professional lives, as exemplified by the increasing use of unlicensed health care personnel and the medical lobby opposing nurse practitioners as primary health care providers ( Rafael ). It is small wonder that nursing remains powerless relative to other professions.

Despite empirical evidence of the positive outcomes of empowerment for nursing practice, a historical perspective is helpful in understanding why many nurses remain disempowered. As long as nurses view power as only having control or dominance, and as long as nursing does not control its own destiny, nurses will continue to struggle with issues of power and empowerment.

Kinds of Power over Nursing Care Needed for Nurses to Make Their Optimum Contribution

There are at least three types of power that nurses need to be able to make their optimum contribution. The various types of power can all be categorized as stemming from nurses’ control in three domains: control over the content of practice, control over the context of practice, and control over competence. The continued lack of control over both the content and context of nursing work suggests that power remains an elusive attribute for many nurses ( Manojlovich, 2005a ). In this section, power will be discussed as it is manifested by nurses’ control over the content, context, and competence of nursing practice.

Control Over the Content of Nursing Practice

Power is an attribute that nurses must cultivate in order to practice more autonomously because it is through power that members of an occupation are able to raise their status, define their area of expertise, and achieve and maintain autonomy and influence ( Hall, 1982 ). One of the characteristics of a profession is that professionals have power over the practice of their discipline which is often referred to as professional autonomy ( Laschinger, Sabiston, & Kutszcher, 1997 ). Autonomy represents one kind of power nurses need, and has been defined as "the freedom to act on what one knows" ( Kramer & Schmalenberg, 1993 , p. 62). Therefore a key element of empowerment is nurses’ control over their practice (Page, 2004). The ability to act according to one’s knowledge and judgment is known as control over the content of nursing practice ( Laschinger et al., 1997 ), and is often synonymous with autonomy. High levels of autonomy increased nurses’ identification with the profession in one study ( Apker, Ford, & Fox, 2003 ), providing recent empirical support for this supposition.

Of all decision makers in the hospital environment, only the bedside nurse, who is in closest proximity to the patient, can fully appreciate subtle patient cues and trends as they arise and act on them to properly care for that patient ( Manojlovich, 2005a ). To identify the appropriate course of action and effectively function, professionals must have understanding and control over the entire spectrum of activities associated with the job at hand ( Manojlovich ). However, it may be that nurses are frequently unable to use their professional preparation, which focuses on autonomous practice and independent decision making, because they are powerless relative to organizational administrators and medical staff ( Manojlovich ). Having control over the content of nursing practice may not be enough to provide power for nurses.

Control Over the Context of Nursing Practice

Besides control over the content of nursing practice, which represents one type of power, a related type of control is known as control over the context of practice, and represents another type of power that nurses need ( Laschinger et al., 1997 ). Over twenty years ago it was noted that "nurses should be more meaningfully involved in the running of hospitals" ( Prescott & Dennis, 1985, p. 348 ). Nurses’ involvement in hospital affairs is one of the hallmarks of a magnet hospital environment ( McClure & Hinshaw, 2002 ) but otherwise may not be apparent.

Research on magnet hospital characteristics has largely demonstrated relationships between the work environment and patient outcomes ( Aiken, Clarke, Sloane, Sochalski, & Silber, 2002 ; Aiken, Sloane, Lake, Sochalski, & Weber, 1999 ). The positive findings of the magnet hospital research may be attributed to empowering organizational social structures, although they were not identified as such. Hospital characteristics which were found to attract and retain qualified staff nurses included decentralization and participatory decision making. Although relatively little attention has been paid to how a magnet work environment contributes to nurses’ sense of power ( Upenieks, 2003c ), repeated magnet hospital study findings of empowering workplace structures and their relationship to improved nursing and patient outcomes suggest that magnet hospitals attract nurses in part because of their empowering environments.

All of the magnet hospital studies have also consistently demonstrated positive benefits for nursing and patients when nurses control both the content and the context of their practice. In the original magnet hospital study, nursing staff felt able to influence decisions and were in control of their own practice, while recognizing the power of physicians and nurse leaders ( McClure, Poulin, Sovie, & Wandelt, 1983 ). The original magnet hospital study also recognized that the power base of staff nurses emerged from nursing leadership, whose power came from staff, hospital administrators, and boards of trustees ( McClure et al. ). A more recent study has validated the magnet hospital findings, demonstrating that strong nursing leadership strengthens the effect of empowerment on nursing practice behaviors ( Manojlovich, 2005c ). Professional practice models, shared governance models, and collaborative governance all use similar processes to increase nurses’ participation in decision making, thereby increasing their control over the context of nursing practice and promoting power.

There is strong empirical justification for promoting nurses’ power through control over both the content and context of nursing practice. In multiple studies, patient outcomes were improved when the hospital organization was supportive of autonomous nursing practice ( Aiken et al., 1999 ; Aiken, Clarke, & Sloane, 2000 ). In these studies, autonomous nursing practice was operationalized as control over the practice environment, decision-making ability, and collegial relationships with physicians, suggesting an important link between power and patient outcomes.

Control Over the Competence of Nursing Practice

A necessary precursor for both autonomy and power is competence ( Kramer & Schmalenberg, 1993 ), which has its foundation in educational preparation. Power is maintained through knowledge development ( Rafael, 1996 ), which is acquired through education and expertise. The multiple entry levels into nursing practice, as well as the low educational level of nurses (relative to other health care professionals) may contribute to nurses’ powerlessness. The statement, "Being less well-educated than other groups within the hospital puts nursing at a serious disadvantage in organizational politics" ( Prescott & Dennis, 1985 , p. 355), is no less true now than it was when written more than twenty years ago.

Nursing expertise is a related source of power that has a transformative effect on patients’ lives (( Rafael, 1996 ). Expertise is not the same as experience, nor can expertise be acquired on nursing units with high turnover ( Benner, 2001 ). This suggests a complex relationship between organizational factors that contribute to nursing turnover and the development of nursing expertise. Educational preparation and expertise represent two additional types of power nurses need to make their optimal contribution to patient care.

Organizational systems aimed at promoting nurses’ power so that they can use their professional skills may provide an attractive and rewarding career choice for today’s sophisticated students ( Bednash, 2000 ). There may be additional benefits for hospitals that promote nursing power. Bednash ( 2000 ) reported on a study indicating that hospitals that allowed their staff autonomy over their own practice and active participation in decision making about patient care issues were the most successful in recruiting and retaining nurses. In another study patient satisfaction improved when there was more organizational control by staff nurses ( Aiken et al., 1999 ).

The Current State of Nursing Empowerment Related to Nursing Care

Part of the difficulty many nurses have in being powerful may be due to their inability to develop the types of power described in the previous section. Power over the content, context, and competence of nursing practice contributes to feelings of empowerment, but control in these three domains may not be enough. An examination of the two major areas of empowerment literature in nursing, as well as a third area not yet embraced by nursing, may help inform future directions for the development of power and empowerment for nurses.

Empowerment in nursing has largely been studied from two perspectives. Most nursing researchers view empowerment as either arising from the environment ( Laschinger, Finegan, Shamian, & Wilk, 2001 ) or developing from one’s psychological state ( Manojlovich, 2005b ; Spreitzer, 1995 ).

Another contributor to nurses’ lack of power may be that they don’t understand how power can develop from relationships, as originally proposed by Chandler ( 1992 ). Therefore a third perspective on empowerment, not yet embraced by nursing, is gender specific. Relational theory explains how women engage in relationships to foster growth and nurturance ( Fletcher, Jordan, & Miller, 2000 ). Women develop empathy and empowerment through relationships, although the mutual processes of empathy and empowerment are largely invisible ( Fletcher et al., 2000 ).The answer to increasing nursing empowerment may lie in understanding workplace sources of power, expanding the view of empowerment to include the notion of empowerment as a motivational construct, and finally making more explicit growth fostering relationships which also contribute to power.

Theory of Structural Empowerment

The theory of structural empowerment states that opportunity and power in organizations are essential to empowerment, and must be available to all employees for maximal organizational effectiveness and success. The theory of structural empowerment was developed by Kanter ( 1993 ) who saw employees’ work behavior as arising from conditions and situations in the work place, and not from personal attributes ( Laschinger & Havens, 1996 ).

There are four structural conditions identified by Kanter ( 1993 ) as being the key contributors to empowerment. They are: having opportunity for advancement or opportunity to be involved in activities beyond one’s job description; access to information about all facets of the organization; access to support for one’s job responsibilities and decision making; and access to resources as needed by the employee ( Kanter, 1993 ). Empowerment is on a continuum, because the environment will provide relatively more or less empowerment, depending on how many of the four structures are present in the work setting. The theory of structural empowerment places the focus of causative factors of behavior fully on the organization, in effect maintaining that powerless individuals have not been exposed enough to the four empowering workplace structures.

In this worldview of empowerment, employees’ behavior is merely a response to the structural conditions they face in the work setting. Therefore, the qualities of a job and its context evoke behaviors from those in a job position that determine the likelihood of success ( Kanter, 1993 ). Employees’ behavior becomes more effective, and organizational output increases and improves when the organization is structured to provide opportunity and power to all employees across all organizational levels ( Kanter, 1993 ).

Laschinger and her colleagues have done the bulk of the work on structural empowerment in nursing ( Laschinger, Finegan, Shamian, & Almost, 2001 ; Laschinger et al., 2003 ; Laschinger, Finegan, Shamian, & Wilk, 2004 ; Leiter & Laschinger, 2006 ; Sabiston & Laschinger, 1995 ). However evidence of the essence of structural empowerment, if not the name, appears in other research as well. Kramer and Schmalenberg ( 1993 ) identified organizational strategies necessary before individuals could act in an empowered manner. These included participative management, job enrichment, meaningful organizational goals, less bureaucracy, and involving staff in decision making ( Kramer & Schmalenberg, 1993 ). Although not identified as conditions in the environment, the access to opportunity, resources and support that these strategies would provide would certainly strengthen nurses’ perceptions of empowerment.

Other than the magnet program there is additional support for configuring work environments in a way that promotes empowerment. Aiken and colleagues ( 2001 ) conducted an international study in five countries to compare nurse staffing, work environments, and patient outcomes. Even in countries with vastly different health care systems nurses reported similarities in workplace empowerment elements. The results of this international study further suggest that the relative presence or absence of specific environmental factors associated with structural empowerment may contribute to variation in nursing and patient outcomes in multiple countries.

There is evidence in the literature that structural empowerment contributes to higher levels of job satisfaction ( Manojlovich, 2005d ), and is interrelated with nursing leadership ( Upenieks, 2003a ). In fact, nursing leaders must empower themselves by first accessing empowering work environment structures before moving forward to offer these same empowering work conditions to their staff ( Upenieks, 2003b ).

Theory of Psychological Empowerment

Thus empowerment, as provided by the environment, tells part of the story, but alone it is not enough. Some environments are empowering because they allow workers to do what it is the workers feel is necessary to get the job done. In other words, these environments provide the sources of power. Other work environments may not be as empowering, yet there will still be a few hardy individuals who manage to do whatever it takes to be effective on the job. It may be that these people are able to recognize what few empowering social structures in the environment are present, and manipulate them, since it is only in recognition that the structures can be used.

An alternative theoretical perspective on empowerment acknowledges the fact that empowerment is also a psychological experience. Conger and Kanungo ( 1988 ) viewed empowerment as a motivational construct, while maintaining that it is still a personal attribute. They saw empowerment as enabling, which "implies motivating through enhancing personal efficacy" ( Conger & Kanungo, 1988 , p. 473). Spreitzer ( 1995 ) developed this version of empowerment further. According to Spreitzer, the process of psychological empowerment is a motivational construct which manifests as a set of four cognitions that are shaped by a work environment. The four cognitions are: meaning, competence, self-determination, and impact ( Spreitzer, 1995 ).

Meaning occurs when there is congruence between a nurse’s beliefs, values, and behaviors, and job requirements ( Laschinger, Finegan, & Shamian, 2001 ). Competence refers to confidence in one’s abilities to perform the job, and is also known as self-efficacy ( Laschinger, Finegan, & Shamian ). Self-determination, similar to autonomy, refers to feelings of control that are exerted over one’s work. Finally, impact is seen as a sense of being able to influence important organizational outcomes ( Laschinger, Finegan, & Shamian ).

Psychological empowerment is a process because it begins with the interaction of a work environment with one’s personality characteristics; then the interaction of environment with personality shapes the four empowerment cognitions, which in turn motivate individual behavior ( Spreitzer, 1995 ). Psychological empowerment reflects an active rather than a passive orientation to work, and conveys the notion that individuals not only want to, but are able to, shape their work role and context ( Boudrias, Gaudreau, & Laschinger, 2004 ).

Several studies have demonstrated the effect of psychological empowerment on nursing outcomes of burnout and nursing job satisfaction ( Laschinger, Finegan, & Shamian, 2001 ; Laschinger, Finegan, & Shamian & Almost, 2001 ). Self-efficacy for nursing practice (one of the psychological empowerment cognitions) was recently found to contribute to professional nursing practice behaviors ( Manojlovich, 2005b ). In fact, this study demonstrated that structural empowerment contributed to professional practice behaviors through self efficacy, consistent with the notion that both forms of empowerment may be necessary to sustain professional practice behaviors ( Manojlovich ). Research has also shown that work environment characteristics, such as structural empowerment, contribute to psychological empowerment in both nursing ( Laschinger, Finegan, & Shamian & Almost, 2001 ) and non-nursing populations ( Spreitzer, 1996 ).

A Relational View of Empowerment

Despite the large amount of literature describing how to foster empowerment, a recent study done in New York reported that nurses are feeling they still lack power to influence their working conditions ( Brewer, Zayas, Kahn, & Sienkiewicz, 2006 ). In addition to accessing workplace structures to garner structural empowerment, and developing power through psychological empowerment, yet one more perspective on empowerment may be required.

Viewing empowerment through a feminist lens may help explain persistent findings of disempowerment. Most feminist scholarship on nursing focuses on overcoming oppressive working conditions brought on by the patriarchal structure of medicine and the health care industry ( Chinn, 1995 ; Sampselle, 1990 ). Feminist theory that focuses on eliminating oppression and seeking equal status for women is known as liberal feminism ( Wuest, 1994 ). While this perspective has its merits, it tends to dichotomize the empowerment debate and becomes constraining when viewed as part of a dualistic ideology: masculinity/femininity; oppressor/oppressed; good/bad; right or wrong.

Relational theory comes from the school of social feminism, and posits that women engage in growth fostering and nurturance relationships, which maintain society ( Fletcher et al., 2000 ). Women foster growth and nurture others, deriving strength from the relationships and bonds that develop as a result of these activities ( Fletcher et al. ). By engaging in growth fostering relationships at work, mutual empowerment ensues and enables the achievement of others and increases one’s own job effectiveness ( Fletcher et al. ). Relational theory may have greater relevance to the development of empowerment in nursing than either workplace or motivational views of empowerment because of the nature of nursing work. As Chandler has argued:

Clinical knowledge and committee work is only one piece of the staff nurse-based formula for empowerment. The other critical variables are those underestimated, trivialized, and unexamined aspects of what has been women’s domain—the domain that nurses know and would prefer ( Chandler, 1992 , p.70).

Thus Chandler implies that a psychological belief in one’s ability to be empowered may not be enough to increase empowerment in nursing, but that a truly empowering environment for nurses should nurture reciprocal professional relationships.

Fletcher ( 2006 ) suggests a relational theory approach when she asserts that nurses need to focus on relationships to build power. Fletcher maintains that relationships are built through dialogue and self-awareness and that the development of self-awareness "can begin to break the cycle of oppression and lead to changes in the structures that oppress nurses" ( Fletcher, 2006 , p. 57). Benner ( 2001 ) also argues for power through relationships and caring: the core of nursing practice. When nursing embraces caring, empathy, and compassion as components of power, nurses will be more likely to adopt and accept power as part of their practice ( Benner ).

In conclusion, nurses’ power may arise from three components: a workplace that has the requisite structures that promote empowerment; a psychological belief in one’s ability to be empowered; and acknowledgement that there is power in the relationships and caring that nurses provide. Nursing research has been able to demonstrate the relationship between the first two components and empowerment; yet there remains a need for research to examine the power that exists in relationships. Nursing research from a relational theory perspective may help make nurses’ power more explicit and more visible, moving our understanding of power in nursing further than has previously been possible. A more thorough understanding of these three components may help nurses to become empowered and use their power for their practice and for better patient care.

Milisa Manojlovich PhD, RN, CCRN E-mail: [email protected]

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January 31, 2007

There are compelling reasons to empower nurses. Powerless nurses are ineffective nurses. Powerless nurses are less satisfied with their jobs and more susceptible to burnout and depersonalization. This article will begin with an examination of the concept of power; move on to a historical review of nurses’ power over nursing practice; describe the kinds of power over nursing care needed for nurses to make their optimum contribution; and conclude with a discussion on the current state of nursing empowerment related to nursing care. Empowerment for nurses may consist of three components: a workplace that has the requisite structures to promote empowerment; a psychological belief in one’s ability to be empowered; and acknowledgement that there is power in the relationships and caring that nurses provide. A more thorough understanding of these three components may help nurses to become empowered and use their power for better patient care.

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• Article October 28, 2021 Understanding Nurses’ Experiences and Contributions to Governing Boards Yvonne M. Smith, PhD, APRN-CNS; Kimberly A. Cleveland, JD, MSN, RN, C-MBC ; Carolyn Kleman, PhD, MHA, RN, BCPA
• Article January 31, 2007 The Power of Professional Nursing Practice – An Essential Element of Patient and Family Centered Care Pat Reid Ponte, RN, DNSc, FAAN ; Greer Glazer, RN, CNP, PhD, FAAN
• Article January 31, 2007 Patients and Nurses: A Powerful Force Roswyn Hakesley-Brown, MPhil, RN ; Beverly Malone, PhD, RN, FAAN
• Article October 27, 2008 The Informal Power of Nurses for Promoting Patient Care Scott T. Paynton, PhD

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Compassionate care: empowering students through nurse education

Affiliations.

• 1 Robert Gordon University, School of Nursing and Midwifery, Faculty of Health and Social Care, Garthdee Campus, Garthdee Road, Aberdeen AB107QG, United Kingdom. Electronic address: [email protected].
• 2 Anglia Ruskin University, United Kingdom.
• PMID: 23972295
• DOI: 10.1016/j.nedt.2013.07.011

Compassionate care is widely discussed in the media, at policy level, in practice and in academic institutions. In order to provide care of this quality, students must be equipped with the skills necessary to build effective relationships with patients and others and to successfully manage the challenges they can encounter in this process. This article describes an evaluation of a teaching approach designed to enhance students' ability to deliver compassionate care. The student voice is used to illuminate their experiences.

Keywords: Active learning; Compassion; Empowerment; Nurse education; Social capital.

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Emancipatory Knowing: Empowering Nursing Students Toward Reflection and Action

2014, Journal of Nursing Education

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This article arises as a need to reflect on the influence of emancipatory paradigm in the Discipline of Nursing. A literature review was conducted in the databases Scielo, Latindex, Redalyc and written documents (books). It was identified that the emancipatory paradigm as a means of reflection and critique of power traditionally exercised, proposes measures for participation and social justice, including important ethical traces in the human action. In the specific case of Nursing, this emancipatory process reorients the traditional view on the essence of being and doing, so that openness to reflective thinking to modify the way in which the profession is positioned, delivers nursing care and teach future Nurses. RESUMEN El presente artículo surge por la necesidad de reflexionar sobre la influencia del paradigma emancipatorio en la Disciplina de Enfermería. Se realizó una revisión bibliográfica, en las bases de datos Scielo, Latindex, Redalyc, así como el uso de documentos escritos ...

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Cengage Launches GenAI-Powered Student Assistant In Beta to Empower Students and Personalize Learning

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Aug 21, 2024, 08:30 ET

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Leveraging Intelligent Language Models, the GenAI Tool is Discipline Specific, Expertly Trained to Prioritize Academic Integrity; More Than 5,000 Higher Ed Students Will Have the Opportunity to Beta Test this Fall 

BOSTON , Aug. 21, 2024 /PRNewswire/ -- Cengage , the U.S. higher education business of global edtech company Cengage Group , today announced the beta launch of its GenAI-powered Student Assistant, which more than 5,000 students will have the opportunity to test this fall semester.

"Generative AI (GenAI) presents an immense opportunity to enhance the learning experience, foster student engagement and improve educational outcomes," said Michael E. Hansen , CEO, Cengage Group. "At Cengage Group, we recognize the importance of taking a thoughtful approach to developing and implementing AI solutions. We have spent a considerable amount of time talking to students, faculty and other industry stakeholders to ensure we introduce a solution that addresses the challenges facing students and educators in the classroom today and upholds the highest standards of academic integrity."

Hansen continued, "I am thrilled to bring this GenAI-powered tool to market and get it into the hands of students. We know that everyone learns at a different pace and in different ways; the Student Assistant empowers all learners to better personalize their experience, increasing engagement, deepening understanding, improving outcomes, and ultimately, setting them up for greater success."

Embedded into Cengage's online learning platform, MindTap, the Student Assistant guides students through the learning process, providing access to relevant resources right when they need them, with tailored, just-in-time feedback, and the ability to connect with key concepts in new ways to improve student learning. The Student Assistant does not provide answers, rather, it helps students understand concepts, apply learnings and arrive at the correct answers.

"At Cengage, creating quality, engaging learning experiences has always been our paramount priority," said Cheryl Costantini , SVP, Product Management, Cengage Academic. "The Student Assistant offers a valuable enhancement to complement the classroom experience and create a more equitable learning environment for every student."

Over the last two years, Cengage has conducted mixed-methods research studies with over 3,000 faculty and 200 students to better understand classroom challenges and how AI can enhance learning . This understanding led to the creation of Cengage's patent-pending GenAI approach that leverages intelligent language models, alongside Cengage-owned content, to tailor the Student Assistant to a specific discipline within the Cengage portfolio.

Costantini added, "We know there is heightened concern about academic integrity and rigor – in fact, it has consistently ranked as the top concern for faculty we've surveyed, with over 80 percent citing it as the top risk of GenAI. Educators fear students will only look to this technology to cheat. We kept this top of mind throughout product development to ensure we created a tool that is laser-focused on helping students learn."

The Student Assistant is trained to prioritize pedagogy and have advanced expertise in a respective discipline, but is confined to the knowledge only in a given course area. Within each discipline, instructors, who are subject matter experts, and students train the Assistant to ensure accuracy and academic integrity, remove bias and set the right tone. Additionally, given the rapid evolution of GenAI, Cengage's technology and innovation team is evaluating multiple large language models (LLMs) to ensure the most optimal model is being used for each discipline. This approach – unique from other AI-powered assistants in the market – helps focus the technology and creates a better learning experience for the student.

"I always have a number of students each semester that ask for tutor services, but as a Community College, we don't have tutor services available for economics," said Noreen Templin , Department Chair and Professor of Economics at Butler Community College. "The Student Assistant offers an opportunity for every single one of my students to have a private tutor. This not only provides support to them at times when I can't – like the 3 A.M. study push – but also helps narrow down the gaps in their understanding." Templin continued, "Often students will come to me because they are confused, but they don't necessarily know what they are confused about. I have been incredibly impressed with the Student Assistant's ability to help guide students to better understand where they are struggling. This will not only benefit the student but has the potential to help me be a better teacher, enable more critical thinking and foster more engaging classroom discussion." 

According to Cengage's research, both faculty and students see the most potential for GenAI assistants in disciplines that deal with critical thinking and multi-step processes. With this in mind, Cengage selected four courses for the beta test where AI can deliver meaningful value: Principles of Management, Organizational Behavior, Lifespan Psychology, and Principles of Economics. Cengage will be evaluating several factors in this beta evaluation, including student engagement, learning outcomes, satisfaction and the value for both students and educators

Cengage plans to expand availability for the Student Assistant in Spring 2025.

About Cengage

Cengage, the U.S. higher education business of global education technology company  Cengage Group,  serves millions of instructors, learners and institutions. We deliver affordable, high-quality digital products and personalized support to power learning individually and at scale. Our customer-centered approach enables innovation, including Cengage Unlimited, the first and only all-access digital subscription for textbooks and course materials. Our textbooks, homework tools, and flagship online learning platforms, MindTap and WebAssign, help 11 educators and students achieve their goals. Visit us at  www.cengage.com  or find us on  Facebook ,  Instagram  and  LinkedIn .

About Cengage Group

Cengage Group, a global education technology company serving millions of learners, provides affordable, quality digital products and services that equip students with the skills and competencies needed to be job ready. For more than 100 years, we have enabled the power and joy of learning with trusted, engaging content, and now, integrated digital platforms. We serve the higher education, workforce skills, secondary education, English language teaching and research markets worldwide. Through our scalable technology, including MindTap and Cengage Unlimited, we support all learners who seek to improve their lives and achieve their dreams through education. Visit us at  www.cengagegroup.com  or find us on  LinkedIn  or  X .

Contact Emily Featherston , Sr. Director, Corporate Communications [email protected]  

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