Have you ever been in a situation where you wish you?d said something differently? Perhaps in a job interview when asked to tell the interviewer abou

ELEVATOR SPEECH

Have you ever been in a situation where you wish you’d said something differently? Perhaps in a job interview when asked to tell the interviewer about yourself, or maybe on a first date, or when questioned during an academic or professional presentation. Any of these scenarios can leave you thinking afterward about your reply, wondering if you said something the way you intended or if you could have presented it in a better manner. In situations like these, an elevator speech can come to the rescue. A well-developed elevator speech that is clear and succinct can be a lifesaver when you are looking for the right words.

For this Discussion, you examine the role of an elevator speech in defending your idea for a new healthcare product or service. You also develop a speech that will help set your idea apart as memorable, unique, and of value to the organization.

RESOURCES

Be sure to review the Learning Resources before completing this activity.  Click the weekly resources link to access the resources. 

WEEKLY RESOURCES

TO PREPARE

· Reflect on the most significant talking points about the healthcare product or service solution you have proposed. These points should be those you think will educate decision makers and other stakeholders on the benefits of your idea as well as clarify the business case (including financial points, budgetary impacts, SWOT takeaways, cost-benefit analysis takeaways, etc.).

· Consider how you might highlight these significant talking points in an elevator speech to stakeholders.

BY DAY 3 OF WEEK 9

Start by writing a summary that defines major points you want to include in the elevator speech. This summary should be supported with scholarly references and properly formatted to meet the rubric standards. Use the summary to identify significant talking points that you will use for your elevator speech.  Post a 2- to 3-paragraph  draft of an “elevator speech” designed to both educate and “sell” decision makers on the healthcare product or service you have proposed. Your elevator speech summary should address what you believe are the significant talking points necessary to educate decision makers and other stakeholders on the benefits of your idea as well as clarify the business case. Remember, an elevator speech should be approximately 30-60 seconds.

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ORIGINAL RESEARCH: EMPIRICAL RESEARCH – QUALITATIVE

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Entrepreneurship and nurse entrepreneurs lead the way to the development of nurses’ role and professional identity in clinical practice: A qualitative study

Lizette Jakobsen ,  Laura Wacher Qvistgaard ,  Bettina Trettin ,  Mette Juel Rothmann

First published: 05 July 2021

https://doi.org/10.1111/jan.14950

Citations:  33

Funding information

The research received no specific grant from any funding agency in the public, commercial, or not-for-profit sectors.

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Abstract

Aims and objectives

To explore the experiences and perspectives of nurses’ transition into entrepreneurship in a clinical and cultural nursing setting and the impact of entrepreneurship on the nurses’ role and professional identity.

Background

Entrepreneurship is a relatively unknown phenomenon in international nursing research, and the prevalence of entrepreneurial nurses is only 0.5–1% of all working nurses globally. Unfortunately, several barriers occur within the healthcare system and existing nursing culture that may affect the potential of bringing entrepreneurship into the nursing profession.

Design

The qualitative study used a phenomenological–hermeneutical approach based on an interpretative phenomenological analysis and COREQ-guided reporting.

Methods

Nine individual, semi-structured interviews were conducted face to face (n = 6) and by telephone (n = 3) with Danish nurse entrepreneurs between February and March 2019.

Results

The analysis revealed four themes: (a) prejudice towards entrepreneurship; (b) to become an entrepreneur in a nursing culture; (c) rebellion against the traditional role as employee and (d) challenged professional identity and new professional roles.

Conclusion

Nurse entrepreneurs are caught between traditional and new ways of viewing nursing identity, norms, values and roles, and they face a conflict of professional values and a stereotyped view of ‘real’ nursing. Our findings show that entrepreneurship entails a huge learning process that develops nurses’ ability to think outside the box in a broader health perspective and challenge the existing nursing culture and role. However, nurse entrepreneurs’ ability to engage in entrepreneurship is compromised by professional values, the duty to behave as a good nurse and their own prejudices towards entrepreneurs.

Impact

Entrepreneurship and nurse entrepreneurs pose a huge potential development of the nursing role and identity, as they challenge the current view on the nursing profession. This development is important for patients and health professionals, as future health challenges call for new ways of thinking and acting.

1 INTRODUCTION

This study explores the experiences and perspectives of nurses transitioning into entrepreneurship within the Danish healthcare system. Unfortunately, several barriers and challenges occur within the healthcare system and existing nursing culture, which may complicate nurses’ ability to participate in entrepreneurship. Therefore, in order to investigate the possible impact of entrepreneurship on nurses’ role and professional identity, we find it relevant to contribute with knowledge on nurses’ transition into entrepreneurship in a clinical and cultural nursing setting.

2 BACKGROUND

Entrepreneurship in nursing is a relatively unknown phenomenon in international nursing research. The term  entrepreneurship was introduced in literature in 1755 (Nielsen et al.,  2014 ), and within nursing, Florence Nightingale (1820–1910) was identified as the first successful entrepreneur (Boore & Porter,  2011 ). The definition of entrepreneurship is,  ‘When you act upon opportunities and ideas and transform them into value for others.  The value that is created can be financial, cultural,  or social’ (Danish Foundation for Entrepreneurship,  2014 , p. 1). Entrepreneurship uses innovation as a method to be creative, get good ideas and to bring innovation to reality (Nielsen et al.,  2014 ). In contrast to innovation, entrepreneurship of the entrepreneurial model consists of the three phases: (a) creation of opportunity, (b) opportunity evaluation and (c) opportunity organization and thereby creates value for others than the inventor itself (Nielsen et al.,  2014 ). Inspired by the two entrepreneurial nursing roles presented in a literature review by Neergård ( 2020 ), the term entrepreneurship in this article covers both nurse entrepreneurs and nurse intrapreneurs (Neergård,  2020 ), for example, the term entrepreneurship both entails the creation of a new product and/or company inside and outside an already existing organization (Nielsen et al.,  2014 ).

The prevalence of entrepreneurial nurses is only 0.5–1% of all working nurses globally, whereby there is a huge potential of bringing entrepreneurship into the nursing profession (Statistics Denmark,  2018 ). This is needed to challenge the view of the nursing profession and meet a future with a growing elderly population, increased complexity and higher demands on quality within healthcare, limited financial resources and labour shortages (Højgaard & Kellberg,  2017 ; Neergård,  2020 ). According to international research, many of the challenges within healthcare can be met through innovation and entrepreneurship, where nurses in particular are expected to play an important role (Wilson et al.,  2012 ). This involves openness to new initiatives such as new technology, new ways of working and other ways of thinking (Brogaard & Petersen,  2014 ; Waldorff & Dreyer-Kramshøj,  2012 ).

Nurses get motivated by different factors when they enter entrepreneurship (Neergård,  2020 ); however, it is common that many nurses do not see themselves fit in the new role as an entrepreneur (Arnaert et al.,  2018 ). The literature suggests that one of the reasons is that entrepreneurs differentiate in personality traits and characteristics compared to the general population (Sankelo & Akerblad,  2008 ). Entrepreneurs are more risk-averse and innovative in their thinking, are more action- and goal-oriented and have a higher need to perform compared to the rest of the population. In addition, entrepreneurs have great internal control and incur a great deal of individual responsibility (Nielsen et al.,  2014 ; Sankelo & Akerblad,  2009 ; Wilson et al.,  2012 ). Nursing entrepreneurs therefore struggle to reconcile these characteristics with their own professional identity and basic values as a nurse (Arnaert et al.,  2018 ). In nursing, the transition from nurse to entrepreneur can create feelings of being trapped between two different roles because the two roles contain opposing cultural values, habits, behaviours and norms (Sharp & Monsivais,  2014 ; Wilson et al.,  2012 ). Furthermore, the literature suggests that nurses lack education, knowledge and skills within business, as the business field is not an integrated part of the nurse's professional identity (Arnaert et al.,  2018 ; Neergård,  2020 ; Sharp & Monsivais,  2014 ). These educational knowledge gaps therefore become a significant challenge for the nurse in the transition to entrepreneur.

According to the International Council of Nurses (ICN), the healthcare sector is slow to adapt to the expanded nursing role that arises when nurses become entrepreneurs (Sanders & Kingma,  2012 ). One of the reasons may be that entrepreneurship in the nursing profession creates a dilemma for the nurses in order to generate profit and at the same time pursue care. For nurses, this can be perceived as unethical and result in guilt and internal conflict when their nursing services are equated with financial compensation (Arnaert et al.,  2018 ). As a result, entrepreneurship within nursing is described as a societal taboo (Arnaert et al.,  2018 ). Therefore, at a global level, one of the challenges is a lack of recognition and support for nurses who emerge as independent entrepreneurs both among colleagues and in public (Neergård,  2020 ; Wall,  2013 ; Wilson et al.,  2012 ).

2.1 Aim

The aim of this study was to explore experiences and perspectives of nurses’ transition into entrepreneurship in a clinical and cultural nursing setting and the impact of entrepreneurship on nurses’ role and professional identity.

2.2 Methods

2.2.1 Design

This qualitative study used a phenomenological–hermeneutical approach to investigate the nurses’ experiences of becoming entrepreneurs by using semi-structured interviews based on an interpretative phenomenological analysis (IPA). IPA is based on a phenomenological–hermeneutic approach and was chosen as the analytic framework because it provides a detailed description of the individual's experiences in relation to a given phenomenon (Smith et al.,  2009 ; Smith & Osborn,  2008 ). The approach enables a new recognition of how nurses make sense of their personal and social world, nursing role and professional identity related to their experiences with entrepreneurship (Birkler,  2003 ; Martinsen & Norlyk,  2011 ; Smith & Osborn,  2008 ). The consolidated criteria for reporting qualitative studies (COREQ) guided the reporting of the study (Tong et al.,  2007 ).

2.2.2 Participants

Participants were recruited using purpose sampling, convenience sampling and snowball sampling. To identify eligible participants, we searched the Internet and contacted relevant participants by email and LinkedIn. Participants were also identified through contact with innovation departments and professionals with knowledge of nurse entrepreneurs. In order to include the nurses eligible for interview, we used the inclusion- and exclusion criteria as shown in Figure  1  and Table  1 .

FIGURE 1

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Participant selection process

TABLE 1. Inclusion and exclusion criteria

· * Nurses with education higher than the master level were excluded because the study of the theoretical framework was interested in nursing-initiated bottom-up processes, ideas, products or companies and, to a lesser extent, management- and organizational-specific top-down-driven processes and initiatives.

· ** Nurses who have worked on innovation projects that have not led to entrepreneurship were excluded to ensure that all included nurses were working at an entrepreneurial level with products and/or companies that create value for other than the nurse. These nurses have not gone through all three stages of the entrepreneurial model as stated in the background section (Nielsen et al.,  2014 ).

Of 13 nurses, 9 participated. The selection process is shown in Figure  1 .

2.2.3 Data collection

In total, nine semi-structured interviews were conducted with Danish nursing entrepreneurs between February and March 2019. The interviews lasted between 1 and 1.5 hours and were carried out by the first and second authors, female graduates of Master of Health Science (MHS) and Master of Science (MSc) in Nursing, respectively. Only one interviewer would be present at each interview (Kvale & Brinkmann,  2015 ), and a senior researcher continuously supervised the interviewers in the process.

The participants had no knowledge of the interviewers prior to the interview besides knowledge of the interviewers’ professional background and interest in the subject sent by email before the interview. To create a good and familiar setting, the participants decided where the interviews should take place (Kvale & Brinkmann,  2015 ; Smith & Osborn,  2008 ). Hence, interviews were conducted face to face at the participant's workplace (n = 5), in the participant's own home (n = 1) and by telephone (n = 3). The interviews were guided by an interview guide informed by knowledge gained from the literature and guidelines from IPA (Smith et al.,  2009 ; Smith & Osborn,  2008 ). It included topics on motivational factors, opportunities and barriers in the transition to entrepreneurship going from idea to product in order to gain knowledge about the impact of entrepreneurship on nurses’ role and professional identity (Appendix  1 ). As the interview guide is part of a Master's thesis, the interview guide addresses more topics than this article focuses on.

To ensure author reflexivity and a less asymmetrical relation between researcher and participant, researchers prepared thoroughly before each interview (Kvale & Brinkmann,  2015 ); by getting to know the interview guide, practice how to ask open-ended interview questions and gain knowledge of participants’ idea, product or company. All interviews were audio-recorded, transcribed verbatim and supplemented by field notes on body language conducted after each interview. It was not possible for the participants to comment on or correct the transcripts or findings.

2.3 Ethical consideration

In advance, all participants received oral and written information about the study including information that participation was voluntary and that they could withdraw from the study at any stage. In accordance with the  General Guidelines for Nursing Research in the Nordic Countries (International Council of Nurses,  2004 ), informed consent was obtained before the interview (Northern Nurses´ Federation,  2003 ). Ethical guidelines on confidentiality and data retention were followed to maintain anonymity (Brinkmann & Tanggaard,  2015 ; Northern Nurses’ Federation,  2003 ; Norwegian National Research Ethics Committees,  2016 ). All data were anonymized and stored in a secured manner and destroyed after use. Only the researchers had access to interview recordings and transcripts. According to Danish law, interview studies do not require approval from a Scientific Ethics Committee. In addition, according to the Danish guidelines, approval from Danish Data Protection Agency was not obtained as the study was part of a Master's thesis. There was no obligation to notify the Scientific Ethics Committee, as the study did not deal with the biological material.

2.4 Data analysis

Interviews were transcribed verbatim by the first and second authors using IPA as the analytical framework (Smith et al.,  2009 ). IPA’s method of analysis consists of a step-by-step model including six steps as shown in Figure  <a rel='nofollow' target='_blank' href='https://online

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