Publications by authors named "Yvonne Lawlor"

2 Publications

  • Page 1 of 1

Perceptions of professionalism among nursing faculty and nursing students.

West J Nurs Res 2013 Feb 16;35(2):248-71. Epub 2011 May 16.

School of Nursing, McMaster University, 1200 Main St. West, Hamilton, Ontario, Canada.

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.
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http://dx.doi.org/10.1177/0193945911408623DOI Listing
February 2013

A clinical teaching technique for nurse preceptors: the five minute preceptor.

J Prof Nurs 2011 Jan-Feb;27(1):35-42

Aurora College, Yellowknife, Northwest Territories, Canada.

Although preceptorship is the leading approach to the clinical education of senior undergraduate nursing students in the westernized world, few specific nursing preceptor-focused clinical teaching techniques are reported in the literature. One promising preceptor-specific teaching strategy is the Five Step "Microskills" Model of Clinical Teaching (J.O. Neher, K.C. Gordon, B. Meyer, & N. Stevens, 1992). This technique, also known as the One Minute Preceptor (OMP; J.O. Neher & N. Stevens, 2003), has been used for more than 15 years in clinical medical education. In this article, we trace the origins of the OMP and describe an adaptation to nursing education, referred to as the Five Minute Preceptor (5MP). The 5MP steps are the following: (1) get the student to take a stand, (2) probe for supporting evidence, (3) teach general rules, (4) reinforce the positives, and (5) correct errors or misinterpretations. In addition, we explore the relationship between the 5MP and experiential learning and provide a detailed example of the 5MP's use in undergraduate clinical nursing education. Recommendations are provided for the development of a 5MP educational package and the evaluation of the 5MP's use in baccalaureate nursing programs.
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http://dx.doi.org/10.1016/j.profnurs.2010.09.009DOI Listing
April 2011