Akhtar-Danesh Noori, Baumann Andrea, Kolotylo Camille, Lawlor Yvonne, Tompkins Catherine, Lee Ruth
School of Nursing, McMaster University, 1200 Main St. West, Hamilton, Ontario, Canada.
West J Nurs Res. 2013 Feb;35(2):248-71. doi: 10.1177/0193945911408623. Epub 2011 May 16.
Although there is no consensus about the definition of professionalism, some generally recognized descriptors include knowledge, specialization, intellectual and individual responsibility, and well-developed group consciousness. In this study, Q-methodology was used to identify common viewpoints about professionalism held by nursing faculty and students, and four viewpoints emerged as humanists, portrayers, facilitators, and regulators. The humanists reflected the view that professional values include respect for human dignity, personal integrity, protection of patient privacy, and protection of patients from harm. The portrayers believed that professionalism is evidenced by one's image, attire, and expression. For facilitators, professionalism not only involves standards and policies but also includes personal beliefs and values. The regulators believed that professionalism is fostered by a workplace in which suitable beliefs and standards are communicated, accepted, and implemented by its staff. The differences indicate that there may be numerous contextual variables that affect individuals' perceptions of professionalism.
尽管对于专业精神的定义尚无共识，但一些普遍认可的描述包括知识、专业化、智力和个人责任，以及成熟的群体意识。在本研究中，采用Q方法来确定护理教师和学生对专业精神的共同观点，出现了四种观点，即人文主义者、塑造者、促进者和监管者。人文主义者反映出这样的观点，即专业价值观包括尊重人的尊严、个人正直、保护患者隐私以及保护患者免受伤害。塑造者认为，专业精神通过一个人的形象、着装和表情得以体现。对于促进者而言，专业精神不仅涉及标准和政策，还包括个人信仰和价值观。监管者认为，专业精神是由一个工作场所培育出来的，在这个场所中，合适的信仰和标准由其员工进行传达、接受和实施。这些差异表明，可能存在许多背景变量会影响个人对专业精神的认知。
