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The purpose of this study is to apply a rhetorical lens to the exploration of symbolic interactions used to negotiate contested identity. Specifically, we provide and analyze an Internet discussion among nurses concerning job duties and responsibilities. In this case study, one nurse questions her superior's remarks about her “abandoning” her responsibilities if she does not undertake “non-nursing” tasks. Ironically, the majority of posts that follow from other nurses perpetuate the notion that nurses must perform “non-nursing” tasks to fulfill their primary moral obligation and sustain an identity of nurses as flexible and caring. A rhetorical lens is applied and suggests that multiple framing techniques and rhetorical tactics (i.e., mutual negation, minimization, red herrings, sunny-side of domination, and perhaps most important the moral imperative) are used to persuade the nurse toward a collective identity – flexible professional. Although the main contribution of this study is found in the use of the rhetorical lens, an additional contribution is discussed – unexpected evidence, which suggests that the primary assumption of a “nursing shortage” may be a discursive reality, as well.

This paper reports on a comparative qualitative study across four European countries which explored the formation of work identity amongst nurses and other professionals in the field of health care. Within this sector, it identifies trends towards a more flexible, more highly skilled and more mobile workforce. Conversely, however, it is becoming difficult to recruit and retain staff due to increasing workload, decreasing job satisfaction and comparatively low pay. Occupational identity is theorised as a multi‐dimensional phenomenon, with structural, social and individual‐psychological components. A number of emerging common themes across the three dimensions and across the four national settings include structural conflicts between cost efficiency and quality of care, and individual conflicts between the core activity of caring for patients and the increasing demands of administration and other peripheral work. The study identifies a number of strategies used by nurses to balance these conflicting demands. Overall, the professional identity of nurses remains strong, but it is important for policy makers to be aware of the potential negative effects, in terms of staff turnover, mobility and job (dis)satisfaction, of the current state of the health care sector.

This paper aims to explore how dispositions of nursing habitus carry shift handover into practice in acute care.

Handover (the exchange of information by nurses between shifts) is more recently purported to be a procedure that transfers the responsibility of and accountability for care to maintain patient safety. Using Bourdieu's theory of practice as lens, this paper examines data from an ethnographic study of nurses' work in acute care to reveal what happens in and around nurses' practices of handover.

Exploring handover as a practice enables identification of nurses' responsibilities of work as professional, clinician and employee. These responsibilities are not practised separately, rather, as braided identities they are embodied into nurses' practices of work. Nurses' clinician and employee identities address the clinical and organisationally relevant material contained in handover, but it is in the ways that nurses embody their responses that their professional identity becomes evident.

Viewing handover as a procedure suggests that nurses are rule followers and/or sole players and conceptualises nurses as individualised professionals only. This received knowledge as doxa misrecognises the centrality of connectedness between nurses in their work in the acute care setting.

Recognising nurses' braided workplace identities as being professional, clinician and employee upends the doxa of nurses work as tasks and roles in the delivery of healthcare in the acute care setting.

Purpose – This paper aims to explore the ways in which practice nurses engage in identity work in the context of chronic disease management in primary care and assess the extent to which this is compatible with the identities promoted in government policy. Design/methodology/approach – The paper draws on qualitative interviews with nurses applying the concepts of “identity threat” and Hegel's Master‐Slave dialectic to explore the implications of nurse‐patient interdependence for identity in a policy context which aims to promote self‐management and patient empowerment. Findings – The nurses in the study showed little sign of adapting their identities in line with government policies intended to empower health care “consumers”. Instead, various aspects of identity work were identified which can be seen as helping to defend against identity threat and maintain and reproduce the traditional order. Practical implications – The paper provides information on barriers to self‐management that are likely to inhibit the implementation of government policy. Originality/value – Whilst much has been written on the extent to which patients are dependent on health professionals, the issue of professional dependence on patients has received much less attention. The paper hightlights how viewing the nurse‐patient relationship in the context of a struggle for mastery related to identity represents a departure from traditional approaches and sheds light on hitherto unexplored barriers to self‐management.

This paper aims to analyze the relationship between professional identity and the training of nurses in the context of change. Specifically, this study aims to focus on two research questions: first, how do nurses experience their professional identity? Second, will professional training have an effect on nurses' developing identity?

Data were obtained from 173 nurses in a Portuguese hospital. Respondents had to evaluate the degree of importance they gave to several variables about professional identity and training. For data analysis and reliability, the variables were classified using factor analysis. Subsequently, the retained factors and variables underwent multiple regression analysis.

Results indicate that nurses consider they have their own identity, which differentiates them from other health professionals, although they feel their work still lacks socio‐professional recognition, which hinders their autonomous intervention within the multi‐disciplinary team.

The sample for the study was self‐selected from one hospital, which may limit the generalization of some of the findings and points to the need to resort to larger samples. This study allowed the formation of some measures that can contribute to the value and benefits of nurses' professional training in the Portuguese health system.

Research on professional identity has been relatively scarce. Taking into account the relevance of the research topic for the nursing profession, the study's findings show that identity is of some consequence in nurses' professional training.

Nurses with specialised knowledge, experience and education are needed to provide specific care in nursing subspecialties such as child and adolescent mental health (CAMH) nursing. However, some of these attributes are implicit and not clear to the wider nursing community. The purpose of this paper is to explore the applicability of a conceptual framework for CAMH inpatient nursing practice to other areas of CAMH nursing practice. This paper presents an exploratory study regarding the applicability of the framework to two small cohorts of CAMH nurses. This study was conducted in Tasmania, Australia and Northern Denmark. These settings were chosen due to the self-perceived knowledge gap surrounding the role and professional identity of these Australian and Danish CAMH nurses.

An exploratory qualitative study within the social constructivist paradigm was undertaken. The method of data collection was two focus groups of CAMH nurses in Tasmania, Australia and Northern Denmark. The data were analysed using an adaptation of a six-phase thematic analysis process.

The analysis of the data resulted in three themes: individual preparation and experience of CAMH nurses, knowledge transfer and nurses’ perceptions of their individual and team roles. The findings have contributed new knowledge of CAMH nursing.

The findings of this study may support the applicability of the conceptual framework with participants’ endorsing that it reflects their role.

This paper aims to explain how and why the philosophical changes to the pre-registration nursing standards by the UK’s Nursing and Midwifery Council (NMC) have resulted in a paradigm shift for mental health nursing.

This paper critically examines the changes to nursing education standards and offers an analysis of the problems associated with the shift towards a generic nursing syllabus.

The said shift prioritises physical health intervention, skills, procedures and tasks over the uniqueness of mental health nursing.

This paper argues that mental health nursing skills and qualities such as connection, genuine advocacy and therapeutic-use-of-self have been undervalued and under-represented by the new education standards.

This paper calls on the profession and service users to join the discourse and inform future mental health nursing identity. Ultimately, this paper calls on the NMC to reconsider the underpinning principles of the education standards and allot due consideration to the specific needs of the mental health nursing profession.

The purpose of this paper is to explore the perceptions of new nurses in Singapore of their experiences of role transition and to examine the implications for managers in terms of employee training, development and retention.

This qualitative study was conducted using a constructivist grounded theory approach. In total 26 novice nurses and five preceptors (n=31) from five different hospitals participated in the study. Data were collected from semi-structured interviews and reflective journal entries and analysed using the constant comparative method.

The findings revealed that novice nurses remained emotionally and physically challenged when experiencing role transition. Two major constructs appear to play an important part in the transition process; learning how to Fit in and aligning personal with professional and organisational identities. The findings highlight factors that facilitate or impede Fitting in and aligning these identities.

Although the concept of Fitting in and its relation to the attrition of novice nurses has been explored in global studies, that relationship has not yet been theorised as the dynamic alignment of multiple identities. Also, whilst most research around Fitting in, identity and retention has been conducted in western countries, little is known about these issues and their interrelationship in the context of Singapore. The study should inform decision making by healthcare organisations, nurse managers and nursing training institutions with respect to improving the transition experience of novice nurses.

The purpose of this paper is to explore the applicability of the process of identifying a conceptual framework of practice to areas of nursing without a current clearly identified scope of practice. Worldwide, nursing is a diverse profession with many recognised sub-specialties, some of which are under threat. Nurses with specialised knowledge, experience and education are needed to provide specific care in nursing sub-specialties. However, some of these characteristics are implicit and not clear to the wider nursing community. This paper presents an overview of research to identify the parameters of practice for a sub-specialty of nursing.

The methodology was interpretive enquiry as it allowed for the interpretation of multiple realities which resulted in a rich description of the work of a sub-specialty. The research used document analysis, focus group interviews and individual interviews as the methods of collecting data. Documents were analysed using iterative and thematic analysis The focus group and individual interview data were analysed using an adaptation of a six-phase thematic analysis process.

This paper presents the findings of the entire analysis and the resultant holistic conceptual framework for the work of the child and adolescent mental health nurse in the inpatient unit. The findings have contributed new knowledge to mental health nursing, specifically child and adolescent mental health nursing making the parameters of practice more explicit. Research is currently being undertaken in Australia to further develop the framework for other sub-specialties of nursing such as community health and orthopaedics. These sub-specialties have been identified as potentially at risk.

This paper discussed the applicability of a broader use of a qualitative research methodology used to identify scope of practice in child and adolescent mental health nursing, for other nursing specialties.

This chapter is concerned with the varied legitimizing discourses used by midwives to frame their identities in relation to their work. This sociological issue is particularly important in the context of an occupation, such as this one, that exists at the border of competing service claims. Drawing on 26 in-depth interviews, I use narrative analysis to examine the stories that midwives tell about their work. Through these women’s work narratives, I show the complex intersection of narrative, culture, institution, and biography (Chase, 1995, 2001; DeVault, 1999).