The Link Between Safety, Quality, and Professional Identity: What Leaders Need to Know and Do
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2023-01-01
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Abstract
The formation of nurses’ professional identity (PIN) has not been deliberately executed within the profession. However, evidence shows that a well-formed PIN supports growth in the individual and can improve the work environment resulting in safer, quality patient care, as well as increased job satisfaction and retention. As leaders, it is imperative that the formation of PIN is not only encouraged, but sought after, expected, and rewarded. Study results from over 700 practicing nurses link the effect of PIN on patient and nurse wellbeing. Nurse leaders have power to create environments that support PINe flourishment.
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Phillips, BC, and K Priddy (2023). The Link Between Safety, Quality, and Professional Identity: What Leaders Need to Know and Do. Nurse Leader. 10.1016/j.mnl.2022.12.001 Retrieved from https://hdl.handle.net/10161/26909.
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Beth Cusatis Phillips
Dr. Beth Phillips is an Associate Professor Emeritus and the former Director of the Institute for Educational Excellence at Duke University School of Nursing. Currently, Beth is the Strategic Nursing Advisor for ATI/ Ascend Learning.
Beth earned her ADN from Waukesha Technical Community College (Wi), her BSN from East Carolina University, her MSN at Duke, and her PhD in Nursing at the University of Wisconsin-Milwaukee. Before joining the Duke School of Nursing faculty, she served as Director of Nursing at Vance-Granville Community College. She also has extensive experience in surgical trauma ICU and medical-surgical nursing, including staff nursing and administration.
Dr. Phillips is a member of the National League of Nursing and serves as the Chair for the CNEA Standards Committee, a CNEA site visitor, as well as a Center of Excellence (COE) Advisor. Beth is also active with Sigma Theta Tau International. Beth is an inaugural member of the Advisory Council of the International Society for Professional Identity in Nursing. Beth's research interests include student development and preparation for practice, faculty and clinical instructor preparation and competence, and evidence-based nursing curriculum, education, and evaluation.
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