Nurse Socialization: issues and problems (original) (raw)
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Role‐modelling and the hidden curriculum: New graduate nurses’ professional socialisation
Journal of Clinical Nursing, 2018
Aims and objectivesTo explore new graduate nurses’ experiences of professional socialisation by registered nurses in hospital‐based practice settings, and identify strategies that support professional identity development.BackgroundProfessionalism is reinforced and stabilised in the clinical environment through the “hidden curriculum”, with major learning coming from practice role‐models. New graduates observe attitudes, behaviours, decision‐making and skills, and gain feedback from registered nurses, which they translate into their own practice. Professional socialisation occurs through encounters with desirable and undesirable role‐modelling; both are significant in professional identity formation.DesignQualitative descriptive design.MethodData collection was undertaken through semistructured interviews with five new graduate nurse participants. A general inductive approach guided analysis. The meaningful descriptions gained provided insight into their experiences.ResultsThree mai...
An Exploration of the Professional Socialisation of Student Nurses
Africa Journal of Nursing and Midwifery
Desirable levels of knowledge and skills or appropriate values and beliefs of the nursing profession are not manifested in all students who become professional nurses. The aim of the study was to explore the perceptions of professional nurses regarding their role in the professional socialisation of student nurses and the experiences of the students as members of the nursing profession. A qualitative design was applied to collect data from two purposively selected samples, professional nurses and students. Focus-group interviews (two with sample 1 and 5 with sample 2) were conducted. Findings revealed that a lack of exemplary role models, an unfavourable environment and students’ own reasons of career choice influenced the professional socialisation of students. Exemplary role modelling, supportive learning environments, the empowerment of professional nurses and the commitment to professional values of nursing are vital to develop well-socialised professional practitioners.
International Journal of Nursing Studies, 1996
A principal aim of pre-registration nurse education programmes is the process of effective socialisation of students into the professional role. Key influences on the professional socialisation and practice of students undertaking such programmes were explored using a semi-structured interview approach (N= 99). This work formed part of a major comparative study of outcomes of pre-registration nurse education programmes in the United Kingdom. Analysis revealed differences between the programmes regarding positive influences of the respective courses; therapeutic influences of the practice environment; modelling performance on exemplars of high quality practice; and the identification of teachers within the educational setting and nurses in practice as key persons. This study has confirmed that the positive influence of the education programmes and the practice environment as well as high quality role models from both education and practice establishments are critical to the professional socialisation of student nurses.
Student nurses' construction of occupational socialisation
Sociology of Health and Illness, 1984
Student nurses' construction of occupational socialisation bstract This paper examines the occupational socialisation of British nurses. It uses Bucher and Strauss's notion of segmentation and considers two major segments within nursing: the education segment wiiich, through the colleges of nursing, promotes a 'professional' version of nursing, and the service segment which is concerned with getting nursing work done. Students' accounts of their training were obtained by means of 40 informal interviews. On the basis of these accounts it is argued that the students leam neither the education nor the service segment's version of nursing, rather they leam to recognise when one version is appropriate and the other not and 'fit in' accordingly. ITie organisation of nurse training is based on a compromise between the two segments whereby the students move between clinical placements and the college of nursing; in this way both versions of nursing are enforceable on the students. The paper argues that nursing as an occupation, by its organisation and compromise solution to the training of its recruits, supports a transient approach to nursing work itself and so implicitly supports a lack of commitment to nursing as an occupation.
Nurse Education Today, 2018
Background: During both teacher-led clinical practica and precepted practica, students interact with, and learn from, staff nurses who work on the clinical units. It is understood that learning in clinical practice is enhanced by positive interactions between staff nurses and nursing students. While much is known about preceptors' experiences of working with nursing students, there is little evidence to date about staff nurses' perspectives of their interactions with students in teacher-led practica. Purpose: To understand teacher-led clinical practica from the perspective of staff nurses. Method: A qualitative descriptive approach answers the question: How do staff nurses perceive their contributions to nursing students' learning during teacher-led practica? Nine staff Registered Nurses (RNs) working within a regional acute care hospital in western Canada were interviewed using semi-structured interviews. Interview transcripts were analyzed using cross case analysis to discover themes and findings were checked by several experienced RNs. Results: Analysis showed that nurses' interactions with nursing students are complicated. Nurses want to "train up" their future colleagues but feel a heavy burden of responsibility for students on the wards. This sense of burden for the staff nurses is influenced by several factors: the practice environment, the clinical instructor, the students themselves, and the nurses' understanding of their own contributions to student learning. Conclusions: Staff nurses remain willing to support student learning despite multiple factors that contribute to a sense of burden during teacher-led practica. Workplace environment, nursing program, and personal supports are needed to support their continuing engagement in student learning. Nurses need to know how important they are as role models, and the impact their casual interactions have on student nurses' socialization into the profession.
Professional socialization: students becoming nurses
Revista Latino-Americana de Enfermagem, 2006
Shinyashiki GT, Mendes IAC, Trevizan MA, Day RA. Professional socialization: students becoming nurses. Rev Latino-am Enfermagem 2006 julho-agosto; 14(4):601-7. Usually colleges are evaluated by the quality of the knowledge and technical training offered to the students. Little attention is given to the acquisition of the values, behaviors and attitudes necessary to assume their professional role. This exploratory study aims to increase understanding of the professional socialization process that occurs at nursing schools and the results obtained through the socialization of professional values and standards. The educational experience of nursing students involves more than a body of scientific knowledge and the acquisition of abilities to provide care to patients. Questionnaires were filled out by 278 students of two public Nursing Schools in São Paulo state, 164 in school A and 114 in school B. The results indicated that some professional values, norms and behaviors are influenced by College years, studying at a College of Nursing during four years leads to a difference in values, norms and professional behavior.
Professional socialization in nursing: A qualitative content analysis
Iranian journal of nursing and midwifery research, 2014
Being a nurse is more than just a series of business activities and skills. In fact, it is a part of the process of socialization, which is internalization and development of professional identity. Professional socialization is necessary for involving the students in professional practices. Thus, the purpose of this qualitative research was to increase the understanding of professional socialization in nursing and explore the related factors from the perspective of registered nurses and nursing students. In this qualitative design, data were collected on 43 nurses with a variety of experiences using semi-structured interviews and focus groups in the Shiraz University of Medical Sciences in 2012. Data were analyzed through inductive content analysis. THE DATA ANALYSIS REVEALED TWO MAIN CATEGORIES: (1) sense of belonging with three sub-categories of theory-practice incongruence, educational experiences and tacit knowledge and (2) forming professional identity consisting of three sub-c...