Professional virtues foster trust in teaching and learning environments

Abstract

Trust and professionalism are frequently attached to the nursing profession. Trust is attained by viewing and experiencing expected characteristics. The role modelling of nurse educators and registered nurses in the learning environment has an impact on nursing students in the context of nursing education. The aim of this manuscript is to explore the role of professional virtues in trust relationships in the nursing education environment. The study used a qualitative approach with a grounded theory design and was conducted at two nursing education institutions that offered a nursing programme that leads to the registration of registered nurses. Nursing students in the third and fourth year of this programme were purposively and theoretically sampled. Data was collected with 14 focus group interviews and fieldnotes and continued until data saturation was reached. The themes that emerged from the results were the competencies to foster trust and professional image of educators and registered nurses. Subject knowledge, theoretical, clinical and teaching competencies are needed to build trust. Clinical and theoretical knowledge of registered nurses and their teaching skills and ability to create learning opportunities foster trust. Professional behaviour, role modelling and attributes of trustworthiness such as openness, honesty, reliability, caring and goodwill are key building blocks for trust. The study emphasised that trust is instilled through evidence of the image and professional virtues of educators and registered nurses. The recommendations have a bearing on a continuous display of professional conduct and virtues, role modelling, competencies and attributes of trustworthiness in the teaching and learning environment of student nurses.

Keywords

• Nursing education
• Professional virtues
• Trust