Chapter 3: The Chapter 3: The Professionalization of Professionalization of

Nursing Nursing

Bonnie M. Wivell, MS, RN, CNSBonnie M. Wivell, MS, RN, CNS

History of ProfessionsHistory of Professions

• Historically only professions were:Historically only professions were:– MinistryMinistry (first ever) (first ever)– MedicineMedicine– LawLaw

• So how is So how is professionprofession defined? defined?

Abraham FlexnerAbraham Flexner• The Flexner Report provided the impetus The Flexner Report provided the impetus

for reform to medical educationfor reform to medical education• Published a list of criteria that he believed Published a list of criteria that he believed

were characteristic of all true professionswere characteristic of all true professions– Basically intellectual; accompanied by Basically intellectual; accompanied by

individual responsibilityindividual responsibility– Based on a body of knowledge that can be Based on a body of knowledge that can be

learned and refreshed and refined through learned and refreshed and refined through researchresearch

– Is practical as well as theoreticalIs practical as well as theoretical– Can be taught through specialized professional Can be taught through specialized professional

educationeducation– Has a strong internal organization of members Has a strong internal organization of members

with group consciousnesswith group consciousness– Has practitioners who are motivated by Has practitioners who are motivated by

altruism and are responsive to public interestsaltruism and are responsive to public interests

Richard H. HallRichard H. Hall

• Published work on professionalism in Published work on professionalism in 19681968

• Described a professional modelDescribed a professional model

• 5 indicators of an individual’s attitude 5 indicators of an individual’s attitude toward professionalismtoward professionalism

• Recommended that each profession Recommended that each profession needed to develop its own methods of needed to develop its own methods of measuring professionalismmeasuring professionalism

Major SimilaritiesMajor Similarities

• 3 Criteria that consistently appear3 Criteria that consistently appear– Service/Altruism: a sense of calling or Service/Altruism: a sense of calling or

mission; responsibility to the publicmission; responsibility to the public– Specialized knowledge: special Specialized knowledge: special

education including theory and skilleducation including theory and skill– Autonomy/Ethics: control over one’s Autonomy/Ethics: control over one’s

own practice; having a code of ethics own practice; having a code of ethics governing conductgoverning conduct

ProfessionalizationProfessionalization

• Perform full time work in the disciplinePerform full time work in the discipline

• Determine work standards, ID a body of Determine work standards, ID a body of knowledge, and establish educational knowledge, and establish educational programs of higher learningprograms of higher learning

• Promote organization into effective Promote organization into effective occupational associationsoccupational associations

• Legal protection that limits practice Legal protection that limits practice

• Establish a code of ethicsEstablish a code of ethics

Occupation to ProfessionOccupation to Profession

• 9 characteristics identified by Houle (1980) that 9 characteristics identified by Houle (1980) that an occupation is developing a collective identityan occupation is developing a collective identity– Formal trainingFormal training– CredentialingCredentialing– Creation of a subcultureCreation of a subculture– Legal right to practiceLegal right to practice– Public acceptancePublic acceptance– Ethical practiceEthical practice– Discipline of incompetent/unethical practitionersDiscipline of incompetent/unethical practitioners– Relationship to other practitionersRelationship to other practitioners– Relationship to users of servicesRelationship to users of services

““Occupation” Occupation” vs.“Profession”vs.“Profession”• Occupation: “What occupies or Occupation: “What occupies or

engages one’s time; business; engages one’s time; business; employment” (Webster)employment” (Webster)

• Profession: “A calling, vocation or form Profession: “A calling, vocation or form of employment that provides a needed of employment that provides a needed service to society, possesses expertise, service to society, possesses expertise, autonomy, long academic preparation, autonomy, long academic preparation, commitment, & responsibility” (Huber)commitment, & responsibility” (Huber)

5 Core Competencies5 Core Competencies

• IOM Summit in 2003 identified core IOM Summit in 2003 identified core competencies that all health competencies that all health professions should acquireprofessions should acquire– Provide patient-centered careProvide patient-centered care– Work in interdisciplinary teamsWork in interdisciplinary teams– Employ EBPEmploy EBP– Apply quality improvement principlesApply quality improvement principles– Utilize informaticsUtilize informatics

Characteristics of Characteristics of Profession vs. OccupationProfession vs. OccupationProfessionProfession• College/university College/university

preparationpreparation• Usually 4 or more yearsUsually 4 or more years• Values, beliefs, ethics Values, beliefs, ethics

always present (code of always present (code of ethics)ethics)

• Commitment Commitment & personal & personal ID always present ID always present (mentoring)(mentoring)

• Independent, autonomousIndependent, autonomous• Work stable, rarely Work stable, rarely

change professionchange profession• Individual accountabilityIndividual accountability

OccupationOccupation• On the job, trade school, On the job, trade school,

community college prepcommunity college prep• Shorter prep time Shorter prep time • Values, beliefs, ethics Values, beliefs, ethics

not always presentnot always present• Commitment & personal Commitment & personal

IDID not always presentnot always present• Supervised by othersSupervised by others• Often change jobsOften change jobs• Accountability usually Accountability usually

rests with employerrests with employer

Profession OverviewProfession Overview

• Preparation in college or university Preparation in college or university • Skills & unique body of knowledge Skills & unique body of knowledge

that grows with researchthat grows with research• Oriented to beliefs, values, and Oriented to beliefs, values, and

attitudes of its membersattitudes of its members• Decisions are based on standards of Decisions are based on standards of

practice with ethical considerationspractice with ethical considerations• Strong commitment to the Strong commitment to the

profession, considered a “calling”profession, considered a “calling”

Barriers to Professionalism in Barriers to Professionalism in NursingNursing• Variability in educational preparation: no Variability in educational preparation: no

other profession allows entry at less than other profession allows entry at less than baccalaureate levelbaccalaureate level

• Gender issues: perceived mainly as femaleGender issues: perceived mainly as female• Historical connections with religious orders Historical connections with religious orders

and military: unquestioning obedience to and military: unquestioning obedience to orders run counter to autonomyorders run counter to autonomy

• External conflicts with medicine, strive for External conflicts with medicine, strive for collaborationcollaboration

• Internal conflicts among subgroups and Internal conflicts among subgroups and rivalry among levels of educational rivalry among levels of educational preparationpreparation

Nursing’s Pathway to Nursing’s Pathway to ProfessionalismProfessionalism• Bixler & Bixler (1945, 1959)Bixler & Bixler (1945, 1959)

1. Well defined body of specialized knowledge, 1. Well defined body of specialized knowledge, intellectualintellectual2. Enlargement of body of knowledge & improves 2. Enlargement of body of knowledge & improves techniques of education & servicetechniques of education & service3. Education in institution of higher learning3. Education in institution of higher learning4. Applies body of knowledge vital to human & social 4. Applies body of knowledge vital to human & social welfarewelfare5. Functions autonomously5. Functions autonomously6. Attracts those who exalt service above personal gain6. Attracts those who exalt service above personal gain7. Compensates its practitioners by providing freedom 7. Compensates its practitioners by providing freedom of action, opportunity for professional growth & of action, opportunity for professional growth & economic security.economic security.

Kelly’s CriteriaKelly’s Criteria

8 Characteristics of a Profession8 Characteristics of a Profession1. Services provided vital to humanity/society1. Services provided vital to humanity/society2. Specialized knowledge enlarged with research2. Specialized knowledge enlarged with research3. Intellectual activities, accountability3. Intellectual activities, accountability4. Education in higher learning institution4. Education in higher learning institution5. Autonomy—independent, control own policies and 5. Autonomy—independent, control own policies and

activitiesactivities6. Motivated by service; important part of their lives6. Motivated by service; important part of their lives7. Code of ethics guide decisions and conduct7. Code of ethics guide decisions and conduct8. There is an organization (association) that 8. There is an organization (association) that

encourages and supports high standards of encourages and supports high standards of practicepractice

How does nursing measure How does nursing measure up?up?• Commitment strong—a “calling”, caringCommitment strong—a “calling”, caring• Nursing education: higher learning institutions Nursing education: higher learning institutions • Nursing unique knowledge, research—reliance on Nursing unique knowledge, research—reliance on

evidence-based practice.evidence-based practice.• Nursing process of critical & creative thinking that Nursing process of critical & creative thinking that

standardizes nursing diagnoses, interventions, outcomesstandardizes nursing diagnoses, interventions, outcomes• Code of ethics regularly updated (Hallmark is Code of ethics regularly updated (Hallmark is

accountability)accountability)• Accountability--each nurse responsible for own actionAccountability--each nurse responsible for own action• Autonomy of nurses is controversial. Remains dependent Autonomy of nurses is controversial. Remains dependent

on medicine in many areas. Nursing scope of practice on medicine in many areas. Nursing scope of practice defined by nursing practice act of each state and variesdefined by nursing practice act of each state and varies

• Majority of nurses are not members of any professional Majority of nurses are not members of any professional organization which impedes progress for the profession organization which impedes progress for the profession and reduces political influence (encourage and support and reduces political influence (encourage and support higher standards of practice)higher standards of practice)

Miller’s Wheel of Miller’s Wheel of ProfessionalismProfessionalism

• Center represents the essential foundation of Center represents the essential foundation of nursing educationnursing education

• Eight spokesEight spokes– Competence and Continuing EducationCompetence and Continuing Education– Adherence to the code of ethicsAdherence to the code of ethics– Participation in professional organizationParticipation in professional organization– Community ServiceCommunity Service– Publication and CommunicationPublication and Communication– Theory and research development and utilizationTheory and research development and utilization– Self-regulation and autonomySelf-regulation and autonomy

Nursing’s Contract with Nursing’s Contract with SocietySociety• Obligation to those who receive nursing Obligation to those who receive nursing

care—care—Nursing’s Social Policy Statement Nursing’s Social Policy Statement (2003) (2003) addresses social context of nursing, addresses social context of nursing, values & assumptions of support, definition values & assumptions of support, definition of nursing, knowledge base for nursing of nursing, knowledge base for nursing practice, scope of practice, and practice, scope of practice, and professional, legal, and self-regulation of professional, legal, and self-regulation of nursing practice.nursing practice.

• Code of Ethics Code of Ethics (2001)—written public (2001)—written public document outlines professional document outlines professional responsibilities of nurse, values, responsibilities of nurse, values, commitment, boundaries of duty and loyalty commitment, boundaries of duty and loyalty to patient & profession. (See back cover of to patient & profession. (See back cover of text)text)

Behaviors of a Professional Behaviors of a Professional NurseNurse• Develops own philosophy of nursingDevelops own philosophy of nursing• Uses self-determinationUses self-determination• Uses critical thinkingUses critical thinking• Collaborates & communicates with other Collaborates & communicates with other

professionals professionals • Demonstrates accountability for self & Demonstrates accountability for self &

othersothers• Committed to life long learningCommitted to life long learning• Active in professional organizationsActive in professional organizations• Mentors aspiring professionalsMentors aspiring professionals• Recognizes own limitations: seeks Recognizes own limitations: seeks

necessary helpnecessary help

Behaviors of a Professional Behaviors of a Professional NurseNurse• Contributes to expansion of nursing’s body of Contributes to expansion of nursing’s body of

knowledgeknowledge• Provides leadershipProvides leadership• Uses principles of time managementUses principles of time management• Delegates responsibility wiselyDelegates responsibility wisely• Represents the profession to the publicRepresents the profession to the public• Models altruismModels altruism• Possesses self-awarenessPossesses self-awareness• Demonstrates commitment to the professionDemonstrates commitment to the profession• Models healthy coping behaviorsModels healthy coping behaviors• Demonstrates collegialityDemonstrates collegiality

Self-AssessmentSelf-Assessment

• Which characteristics do you already Which characteristics do you already possess?possess?

• Which characteristics do you think will Which characteristics do you think will be easily gained during the be easily gained during the educational process?educational process?

• Which characteristics do you think will Which characteristics do you think will be somewhat difficult to achieve?be somewhat difficult to achieve?

(Check out Box 3-2)(Check out Box 3-2)

Chapter 6: Becoming a Nurse: Chapter 6: Becoming a Nurse: Defining Nursing & Socialization Defining Nursing & Socialization

into Professional Practiceinto Professional Practice

Bonnie M. Wivell, MS, RN, CNSBonnie M. Wivell, MS, RN, CNS

Defining Nursing: Harder than Defining Nursing: Harder than it Seemsit Seems

• Why define nursing? What are the benefits?Why define nursing? What are the benefits?• Provides framework for nursing practice & Provides framework for nursing practice &

curriculum developmentcurriculum development• Identifies boundaries and clarifies purpose and Identifies boundaries and clarifies purpose and

function of nursingfunction of nursing• Guides nursing research and theory Guides nursing research and theory

developmentdevelopment• Differentiates nursing from allied health Differentiates nursing from allied health

professions and unlicensed assistive personnelprofessions and unlicensed assistive personnel• Policymakers need to understand role of nursing Policymakers need to understand role of nursing

to make health care policy decisionsto make health care policy decisions

Norma Lang’s QuoteNorma Lang’s Quote

• ““If we cannot name it, we cannot If we cannot name it, we cannot control it, finance it, research it, control it, finance it, research it, teach it, or put it into public policy. teach it, or put it into public policy. It’s just that blunt!”It’s just that blunt!”

Early Nursing vs Contemporary Early Nursing vs Contemporary DefinitionsDefinitions• Florence NightingaleFlorence Nightingale

– ““Put the patient in the best condition for nature Put the patient in the best condition for nature to act upon him.” to act upon him.”

– Her definition of nursing foreshadowed Her definition of nursing foreshadowed contemporary nursing’s focus on contemporary nursing’s focus on • Therapeutic environmentTherapeutic environment• Health promotionHealth promotion• Health maintenanceHealth maintenance

• Virginia Virginia Henderson Henderson (1939): “Nursing…(1939): “Nursing…service to an individual that helps him to service to an individual that helps him to attain or maintain a healthy state of mind attain or maintain a healthy state of mind or body.”or body.”

Early Nursing vs Contemporary Early Nursing vs Contemporary DefinitionsDefinitions

• Hildegard Hildegard PeplauPeplau (1952) “Nursing is a (1952) “Nursing is a significant, therapeuticsignificant, therapeutic, interpersonal , interpersonal process…an process…an educative educative instrument…instrument…that aims to promote forward that aims to promote forward movement of personality…”movement of personality…”

• Patient seen as Patient seen as active collaborator active collaborator in in his/her own carehis/her own care

• Dorothea Dorothea OremOrem (1959) “Nursing… (1959) “Nursing…giving of direct assistance to a person giving of direct assistance to a person because of inabilities in because of inabilities in self-careself-care…”…”

Virginia Henderson (1960)Virginia Henderson (1960)

• Adopted by International Council of Nurses:Adopted by International Council of Nurses: “ “ The unique function of the nurse is to The unique function of the nurse is to

assist the individual, sick or well, in the assist the individual, sick or well, in the performance of those activities performance of those activities contributing to health or its recovery (or contributing to health or its recovery (or peaceful death) that he would perform peaceful death) that he would perform unaided if he had the necessary strength, unaided if he had the necessary strength, will or knowledge. And to do this in such a will or knowledge. And to do this in such a way as to help him gain independence as way as to help him gain independence as rapidly as possible.”rapidly as possible.”

Other Nursing DefinitionsOther Nursing Definitions

• Martha Martha Rogers:Rogers: “Nursing aims to assist people in “Nursing aims to assist people in achieving their achieving their maximum health potentialmaximum health potential.”.”

• American Nurses AssociationAmerican Nurses Association: “Nursing encompasses : “Nursing encompasses the prevention of illness, alleviation of suffering, and the prevention of illness, alleviation of suffering, and the protection, promotion, and restoration of health in the protection, promotion, and restoration of health in the care of individuals, families, groups, and the care of individuals, families, groups, and communities.” communities.”

• ANA:ANA: Six features of caring relationship, response to Six features of caring relationship, response to health & illness, integrate objective and subjective health & illness, integrate objective and subjective data, apply scientific knowledge, scholarly inquiry, data, apply scientific knowledge, scholarly inquiry, influence social and public policy to promote social influence social and public policy to promote social justice.justice.

• Definition of nursing is defined in Nurse Practice Act of Definition of nursing is defined in Nurse Practice Act of each state and constitutes the legal definition of each state and constitutes the legal definition of nursing in that state.nursing in that state.

Commonalities in Definitions Commonalities in Definitions of Nursingof Nursing• Patient-centered & holisiticPatient-centered & holisitic• Caring-orientedCaring-oriented• Combination of science and humanism Combination of science and humanism

(caring)(caring)• Therapeutic interpersonal processTherapeutic interpersonal process• Concerned with patient responses to illness Concerned with patient responses to illness

and disabilityand disability• Practice-based professionPractice-based profession• Focused on enhancing patient’s healthFocused on enhancing patient’s health• Collaborative, with nurses sharing Collaborative, with nurses sharing

responsibility for careresponsibility for care

Shaping Your Professional Shaping Your Professional IdentityIdentity• Initial images idealized & expect to work with Initial images idealized & expect to work with

sick patients immediately, make things better sick patients immediately, make things better for patients, & be treated with respectfor patients, & be treated with respect

• May expect to easily adopt nursing roles & May expect to easily adopt nursing roles & behaviors and instead find new behaviors behaviors and instead find new behaviors challenging or difficultchallenging or difficult

• Necessity of prerequisite courses before Necessity of prerequisite courses before clinical, expected to defer to experienced clinical, expected to defer to experienced nurses, patient cannot always be cured, and nurses, patient cannot always be cured, and may experience anxiety & discomfort while may experience anxiety & discomfort while learning new roleslearning new roles

Formal & Informal Formal & Informal SocializationSocialization

• Formal socialization: lessons taught Formal socialization: lessons taught in nursing program, skills, in nursing program, skills, communication, nursing theoristscommunication, nursing theorists

• Informal socialization: lessons that Informal socialization: lessons that occur incidentally by observing other occur incidentally by observing other professionals and absorbing the professionals and absorbing the culture of nursing.culture of nursing.

Factors that Influence Factors that Influence Professional SocializationProfessional Socialization

• External: values, beliefs, and behaviors of External: values, beliefs, and behaviors of significant people (faculty, practicing significant people (faculty, practicing nurses) possess around the new nurses) possess around the new professional and what they project as professional and what they project as being importantbeing important

• Internal: personal feelings and beliefs that Internal: personal feelings and beliefs that influence the individual (religion, personal influence the individual (religion, personal beliefs, moral values, ethics, and beliefs beliefs, moral values, ethics, and beliefs about social and health matters).about social and health matters).

Cohen’s ModelCohen’s Model

• Stage I: Unilateral dependence = Reliant on Stage I: Unilateral dependence = Reliant on external authority; limited questioning or critical external authority; limited questioning or critical analysisanalysis

• Stage II: Negativity/independence = student’s Stage II: Negativity/independence = student’s ability to engage in critical thinking expands and ability to engage in critical thinking expands and may begin to question authority; cognitive may begin to question authority; cognitive rebellionrebellion

• Stage III: Dependency/mutuality = students learn Stage III: Dependency/mutuality = students learn to test concepts, ideas, & models and to accept to test concepts, ideas, & models and to accept some and reject others…ability to share jointly some and reject others…ability to share jointly with others; reasoned appraisalwith others; reasoned appraisal

• Stage IV: Interdependence = students develop Stage IV: Interdependence = students develop capacity to make decision collaboratively & capacity to make decision collaboratively & develop a professional role identity that is develop a professional role identity that is professionally acceptable professionally acceptable

Benner’s Stages of Nursing Benner’s Stages of Nursing ProficiencyProficiency• Novice/Stage I: students enter nursing school & have little Novice/Stage I: students enter nursing school & have little

background. They depend on rules & expectations because practical background. They depend on rules & expectations because practical skills limitedskills limited

• Advanced Beginner/Stage II: learners have become marginally Advanced Beginner/Stage II: learners have become marginally competent, can use theory & principles, may have difficulty setting competent, can use theory & principles, may have difficulty setting prioritiespriorities

• Competent Practitioners/Stage III: learners have 2-3 year’s Competent Practitioners/Stage III: learners have 2-3 year’s experience, begin to feel organized & efficient most of the time. experience, begin to feel organized & efficient most of the time. Mastered planning & goal-setting skill, think abstractly & analytically. Mastered planning & goal-setting skill, think abstractly & analytically. Able to coordinate several complex demands simultaneously.Able to coordinate several complex demands simultaneously.

• Proficient Practitioners/Stage IV: learners begin to view patients Proficient Practitioners/Stage IV: learners begin to view patients holistically, recognize subtle changes in patient condition, set holistically, recognize subtle changes in patient condition, set priorities with ease, focus on long term goals, not merely task at handpriorities with ease, focus on long term goals, not merely task at hand

• Expert Practitioners/Stage V: learners perform fluidly, grasp patient Expert Practitioners/Stage V: learners perform fluidly, grasp patient needs automatically, responses are integrated with actions, expertise needs automatically, responses are integrated with actions, expertise comes naturally, have a “sense” of what needs to be done based on comes naturally, have a “sense” of what needs to be done based on knowledge and prior experience.knowledge and prior experience.

Purpose of ModelsPurpose of Models• These models are aids to student These models are aids to student

awareness during socialization to the awareness during socialization to the professionprofession

• Change and growth to be expected and Change and growth to be expected and may not always be comfortable.may not always be comfortable.

• Awareness of anxiety-producing Awareness of anxiety-producing aspects of socialization assists to aspects of socialization assists to recognize it for what it is—a predictable recognize it for what it is—a predictable process—and make decisions as how to process—and make decisions as how to copecope

Whose responsibility?Whose responsibility?

• Nursing Program—plan, implement, Nursing Program—plan, implement, evaluate the program of formal evaluate the program of formal socialization and provide for good role socialization and provide for good role models.models.

• Student’s—participate actively in the Student’s—participate actively in the socialization process, know what to expect socialization process, know what to expect (models), select role models, practice the (models), select role models, practice the roles & behaviors of nurses, become roles & behaviors of nurses, become proficient in skills, develop knowledge base proficient in skills, develop knowledge base necessary to meet course objectives, necessary to meet course objectives, develop values & ethics expected by the develop values & ethics expected by the professionprofession

Strategies to Ease Strategies to Ease TransitionTransition• Recognize schools cannot provide enough clinical Recognize schools cannot provide enough clinical

experience to make graduates comfortable the first experience to make graduates comfortable the first days as new nursesdays as new nurses

• Obtain additional practical work experience outside of Obtain additional practical work experience outside of school without jeopardizing academic preparednessschool without jeopardizing academic preparedness

• Enter the preceptor program if available. Seek out Enter the preceptor program if available. Seek out experiences in employment that pair new grad with experiences in employment that pair new grad with experienced nursesexperienced nurses

• Work on time management skillsWork on time management skills• Seek out a mentorSeek out a mentor• Continue to read and learnContinue to read and learn• Take care of yourself, stay strong & healthy in body, Take care of yourself, stay strong & healthy in body,

mind, and spirit.mind, and spirit.• Recognize that you are responsible for your lifelong Recognize that you are responsible for your lifelong

professional growth and development.professional growth and development.

How do you define nursing?How do you define nursing?• Write a definition of nursingWrite a definition of nursing

• Write what you expect of the DSN Write what you expect of the DSN nursing curriculumnursing curriculum

• Write why you think is it important for Write why you think is it important for you to understand the process of you to understand the process of socialization in the profession of socialization in the profession of nursingnursing

• How do you plan to increase your How do you plan to increase your comfort and facilitate your comfort and facilitate your socialization into nursing?socialization into nursing?

Chapter 15 (Pages 363-Chapter 15 (Pages 363-366): Professional 366): Professional

OrganizationsOrganizations

Bonnie M. Wivell, MS, RN, CNSBonnie M. Wivell, MS, RN, CNS

Why Join?Why Join?

• Network with colleaguesNetwork with colleagues

• Pursue continuing educationPursue continuing education

• Certification opportunitiesCertification opportunities

• Stay informed on professional issuesStay informed on professional issues

• Develop leadership skillsDevelop leadership skills

• Influence health policyInfluence health policy

• Practice guidelines and position Practice guidelines and position statementsstatements

Why Nurses Don’t JoinWhy Nurses Don’t Join

• High cost of duesHigh cost of dues

• Lack of timeLack of time

• Lack of interestLack of interest

• Different expectations and interests Different expectations and interests amon the generationsamon the generations

Types of AssociationsTypes of Associations• Broad purpose professional associationsBroad purpose professional associations

– ANA: ANA: professional organization for all nurses professional organization for all nurses regardless of practice setting or level of regardless of practice setting or level of practicepractice

– NSNA: for student nursesNSNA: for student nurses

• Specialty practice associationsSpecialty practice associations– Focus only on standards of practice or professional Focus only on standards of practice or professional

needs of the particular specialtyneeds of the particular specialty– 66 are represented in the Nursing Organizations 66 are represented in the Nursing Organizations

AllianceAlliance

• Special interest associationsSpecial interest associations– Sigma Theta Tau InternationalSigma Theta Tau International– The Honor Society of NursingThe Honor Society of Nursing– Must be invited to joinMust be invited to join

Mission StatementsMission Statements

• Organizational activities are derived Organizational activities are derived from the mission statementfrom the mission statement

• Defines the association’s area of focus Defines the association’s area of focus as:as:– Practice standardsPractice standards– A code of ethical conductA code of ethical conduct– Continuing education and conferencesContinuing education and conferences– Collective action around workplace issuesCollective action around workplace issues

Role Associations PlayRole Associations Play

• Serve societyServe society: Standards of practice & : Standards of practice & code of ethics and enforce thesecode of ethics and enforce these

• Serve members of the professionServe members of the profession: : Provide political power by collective Provide political power by collective actionaction

Keep standards high; credentialing; Keep standards high; credentialing; support for impaired nursessupport for impaired nurses

• Communicate: Communicate: Newsletters, journals. Newsletters, journals.

Computer access via databasesComputer access via databases