There is an increased attention on developing professionalism in healthcare school settings over the past decades. Many articles and research studies address this area. A various array of incentives to reward professional behavior in both students and faculty are being initiated. Likewise, repercussions for not behaving in a professional manner are being enforced. The overall aim is to foster professionalism in faculty and students. Faculty serve as role models for students, therefore, professionalism must begin with them. If students observe faculty acting in a professional manner, it will become more natural for them to be professional themselves. Also, when a standard is upheld by faculty, the students will be less likely rebel against the standards in place.
Schools are developing policies to identify and work with students who behave unprofessionally. Interpersonal skills are a target area where students are evaluated. If students lack interpersonal skills, schools have a method of evaluating and remediating in these areas. Schools are demanding competency in areas such as communication by adopting to their curriculums courses that enhance interpersonal communication. Also learning activities geared toward enhancing interpersonal relationships, such as group activities, are being used. With the movement toward active learning in the classroom, communication skills are improving. These are some of the early steps that schools are taking in the implementation of professionalism in the healthcare schools.
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"Professionalism in a Healthcare School Setting".
In healthcare, professionalism is defined as meeting shared competency standards and ethical values. It also involves a promise to uphold in their work and what the public can and should expect from medical professionals. It involves maintaining confidentiality, providing compassionate care and so much more. In a profession dealing directly with patient outcomes and public service, professionalism is at the forefront of the qualities essential in healthcare providers. This is why there is so much emphasis on professionalism in healthcare schools.
Improving healthcare professionalism is proving to be beneficial to all concerned. Some benefits include increased trust among patients and the community. Improving professionalism seems to be directly related to improving patient safety and satisfaction. In fact, healthcare centers offer patient surveys to assess for things like professionalism among healthcare workers. Quality assurance teams are on hand to guarantee everything from patient safety to patient satisfaction. (Brennan, Monson, 2014)
Professionalism has positive impacts on the workers as well. Employee retention and overall productivity seems to be directly correlated with professionalism. Working and learning environments among those acting professionally are more conducive to continuous improvements in many aspects. Greater accountability and transparency is found among healthcare workers who value and practice professionalism. (Brennan, Monson, 2014)
Absenteeism is far less prevalent in the healthcare team who values professionalism. The moral is good and employees enjoy their working environment and attend work regularly. This improves overall patient – worker ratios and provides for a much safer working environment for staff and patients. Absenteeism is a concern because it disorganizes the work place and causes dissatisfaction among workers present. Those workers present are often and overburdened by having to wear additional hats for the work day. Consequently, this lowers morale and the overall quality of patient health care.
Because of the detrimental effects of absenteeism in the healthcare workplace, healthcare schools strive hard to discourage absenteeism among students. Normally, if a student is absent in excess of the allotted time, the student will be dropped from the curriculum. The state boards governing the schools often dictate the time required for the completion of a program. In nursing, the students must attend a set amount of theory and a set amount of clinical hours in order to progress in the program. Strict absenteeism rules are enforced. This drives home the need for students to be accountable and be professional about attending school. This has a positive impact in the workplace when students graduate and continue to be professional in this area. Lack of absenteeism is just one important aspect in the healthcare professionalism realm.
Dr. Michael Kahn, an expert in the area of etiquette in medicine, believes in using a checklist of behaviors to guide healthcare professionals in maintaining virtue and professionalism. Among the checklist of behaviors include reducing negative patient encounters. Through professionalism Kahn emphasizes that these encounters could significantly be reduced if not completely alleviated. (Ryan, 2013)
Ethics is an important part of professionalism. Ethical dilemmas are often seen in the healthcare workplace. In fact, ethics committees are usually in place to address issues as they arise. Ethics involves taking an appropriate action within the context of a given situation. It involves discernment in the study of what is right and what is wrong. In professionalism, ethics involves having the courage to do what is right in a given situation. (Zmetana, 2013)
Often times in healthcare schools the question is raised about the importance of being ethical and professional. The answer is simple, by being ethical and professional in healthcare, we help others and help ourselves. It is a win – win situation. The overall quality of health and life is enhanced through these attributes.
The need for strong influential role models in healthcare schools is evident. Professionalism starts at the school level and transcends into the workplace. Without appropriate enforcement of professionalism among students and faculty, an overall decline in healthcare is sure to prevail. Research is pointing to safety issues and workplace issues that arise when professionalism is lacking. Professional standards must be upheld to the highest degree to ensure safety and good patient outcomes moving forward.
- Brennan, M., Monson, V. (2014) Professionalism: Good for Patients and Health Care Organizations, Mayo Clinic Proceedings, volume 89, 5, 644 – 652. Retrieved from: http://www.mayoclinicproceedings.org/
- Ryan, A., (2013), Professionalism: Etiquette or Habitus?, Mayo Clinic Proceedings, volume 88, 7, 651 – 652. Retrieved from http://www.mayoclinicproceedings.org/
- Zmetana, K., (2013), On Professional and Self Identity, Canadian Journal of Dental Hygiene, 2013, Volume 47, 2, 53 – 54
