Jacqueline Limoges1, Kim Jagos2. 1. School of Health and Wellness - Georgian College, 1 Georgian Drive, Barrie, Ontario, L4M 3X9, Canada. Electronic address: Jacqueline.Limoges@GeorgianCollege.ca. 2. School of Health and Wellness - Georgian College, 1 Georgian Drive, Barrie, Ontario, L4M 3X9, Canada.
Abstract
BACKGROUND: Little evidence exists about how education influences the ways that registered nurses (RN) and registered practical nurses (RPN) negotiate their professional work relationships. DESIGN: This qualitative study used interviews and reflective writing from 250 Bachelor of Science in Nursing (BScN) and Practical Nursing (PN) students to explore how education constructs intraprofessional relations. The data were collected after two joint BScN/PN education events - one held in the first semester and one in the fourth semester. RESULTS: The findings reveal how education conveys and establishes dominant discourses about the tiers in nursing and the boundary work and professional closure strategies used by the two groups. In addition, although the two education programs are largely segregated and education about how to work with each other is rarely discussed, PN and BScN students strive to understand the differences and perceived inequities between the two designations of nurse. The data show how students attempt to reconcile the tensions and disjunctures they experience from the power relations by activating socially constructed and hegemonic positions that have been problematic for nursing. CONCLUSION: Findings will assist nurse educators to understand how education can be used to negotiate professional boundaries and working relationships that foster equity and social inclusion.
BACKGROUND: Little evidence exists about how education influences the ways that registered nurses (RN) and registered practical nurses (RPN) negotiate their professional work relationships. DESIGN: This qualitative study used interviews and reflective writing from 250 Bachelor of Science in Nursing (BScN) and Practical Nursing (PN) students to explore how education constructs intraprofessional relations. The data were collected after two joint BScN/PN education events - one held in the first semester and one in the fourth semester. RESULTS: The findings reveal how education conveys and establishes dominant discourses about the tiers in nursing and the boundary work and professional closure strategies used by the two groups. In addition, although the two education programs are largely segregated and education about how to work with each other is rarely discussed, PN and BScN students strive to understand the differences and perceived inequities between the two designations of nurse. The data show how students attempt to reconcile the tensions and disjunctures they experience from the power relations by activating socially constructed and hegemonic positions that have been problematic for nursing. CONCLUSION: Findings will assist nurse educators to understand how education can be used to negotiate professional boundaries and working relationships that foster equity and social inclusion.
Authors: Julie Kosteniuk; Norma J Stewart; Erin C Wilson; Kelly L Penz; Ruth Martin-Misener; Debra G Morgan; Chandima Karunanayake; Martha L P MacLeod Journal: J Med Libr Assoc Date: 2019-10-01