The concept of empowerment has been articulated in many different ways in the professional literature. Some describe empowerment as the “strengthening of an individual’s belief in his or her sense of effectiveness” (Conger, 1989 as cited in Leyshon, 2002 p. 467). Others see empowerment as a “liberating sense of one’s own strengths, competence, creativity and freedom of action…the power to act and grow” (Robinson, 1994, as cited in Leyshon, 2002, p. 467). Despite many conceptual perspectives, empowerment is indeed a process that can occur for nursing students during the consolidation experience. I use the word can, because I believe it to be largely dependent on the attitudes, freedoms and trust allotted to the student by the clinical preceptor. Furthermore, it is possible that preceptor behaviours can be disempowering for the student if they are unwilling to relinquish control and allow the student to make clinical decisions independently and experience the trial and error of learning (within reasonable, and safe limits).
A quick literature review of the concept yielded an interesting study conducted by Chandler (1992). While old, I feel that it is particularly insightful and descriptive of empowering situations occurring in acute care nursing. Chandler (1992) determined that acute care nurses view patient care encounters that utilize nursing skill and judgment and alter patient outcomes (behaviour and health) as the most empowering. Nurses also cited interactions with physicians, particularly instances where nursing input is valued and added to the plan of care, as significantly empowering (Chandler, 1992).
In my own experience, I can confidently say that this final rotation has been an empowering experience for me. I have had numerous opportunities to believe, act upon, and expand my own sense of effectiveness as a future nurse. In fact, the last few weeks have elicited powerful feelings of professional growth and liberation from the confines of being recognized as a student only. My preceptor believes in me, and empowers me to make decisions independently for my patients…as a nurse. Her statement, “I would be doing you no favours if I made all the decisions and instructed you on how to provide the care… you need to make these decisions on your own and act upon the knowledge you already have” exemplifies her philosophy of empowerment.
Interestingly, Beecroft, Dorey and Wenten (2008) argue, when empowerment increases self efficacy, then organizational commitment, autonomy, job satisfaction and perceptions of participative management result. Perhaps my preceptor realizes this, and is trying to create an environment for which I will want to work and stay.
References:
Beecroft, P., Dorey, F., & Wenten, M. (2008). Turnover intention in new graduate nurses: a multivariate analysis. Journal of Advanced Nursing, 62 (1), 41-52.
Chander, G. E. (1992). The source and process of empowerment. Nursing Administration Quaterly, 16 (3), 65-71.
Leyshon, S. (2002). Empowering practitioners: an unrealistic expectation of nurse education? Journal of Advanced Nursing, 40 (4), 466-474.
