Relevant bibliographies by topics / Professional socialization – Nursing

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters

Academic literature on the topic 'Professional socialization – Nursing'

Author: Grafiati
Published: 4 June 2021
Last updated: 6 February 2022

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Journal articles on the topic "Professional socialization – Nursing"

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Mariet, Joselin. "Professional Socialization Models in Nursing." International Journal of Nursing Education 8, no. 3 (2016): 143. http://dx.doi.org/10.5958/0974-9357.2016.00107.0.

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Shinyashiki, Gilberto Tadeu, Isabel Amélia Costa Mendes, Maria Auxiliadora Trevizan, and René A. Day. "Professional socialization: students becoming nurses." Revista Latino-Americana de Enfermagem 14, no. 4 (2006): 601–7. http://dx.doi.org/10.1590/s0104-11692006000400019.

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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.
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Dinmohammadi, Mohammadreza, Hamid Peyrovi, and Neda Mehrdad. "Concept Analysis of Professional Socialization in Nursing." Nursing Forum 48, no. 1 (2013): 26–34. http://dx.doi.org/10.1111/nuf.12006.

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Gazaway, Shena, Robert W. Gibson, Autumn Schumacher, and Lori Anderson. "Impact of mentoring relationships on nursing professional socialization." Journal of Nursing Management 27, no. 6 (2019): 1182–89. http://dx.doi.org/10.1111/jonm.12790.

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Hampton, Debra, Evelyn Parrish, and Lacey Buckler. "Professional values and role socialization of new NPs." Nurse Practitioner 46, no. 8 (2021): 44–50. http://dx.doi.org/10.1097/01.npr.0000757084.12135.06.

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J Perez, Rosemary. "A Conceptual Model of Professional Socialization within Student Affairs Graduate Preparation Programs." Journal for the Study of Postsecondary and Tertiary Education 1 (2016): 035–52. http://dx.doi.org/10.28945/2344.

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Prior research exploring professional socialization in student affairs has been grounded in models that do not fully capture the distinct features of the field. Moreover, these studies have primarily focused on the transition into full-time work positions, and they have captured what happens to new professionals rather than how individuals understand their socialization experiences. With these gaps in mind, this conceptual paper presents a new model of professional socialization in student affairs graduate preparation programs that draws upon literature in the helping professions (i.e., nursing, social work), research on doctoral students and pre-tenure faculty, and the theoretical frameworks of sensemaking and self-authorship to highlight the dynamic relationship between individuals and organizations during the socialization process. Specifically, this model attempts to illuminate the cognitive mechanisms that undergird how individuals interpret their professional socialization. In doing so, the model proposes different ways individuals may make sense of their student affairs graduate training experiences based on (a) whether or not they encounter discrepancies and (b) their developmental capacity for self-authorship. The conceptual model presented here has implications for shaping graduate level coursework and fieldwork within student affairs preparation programs.
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Siles González, José, and Maria del Carmen Solano Ruiz. "Cultural history and aesthetics of nursing care." Revista Latino-Americana de Enfermagem 19, no. 5 (2011): 1096–105. http://dx.doi.org/10.1590/s0104-11692011000500006.

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The aim of this study was to clarify the role of aesthetics in the organization and motivation of care through history. The guiding questions were: What values and aesthetic feelings have supported and motivated pre-professional and professional care? and Based on what structures has pre-professional and professional care been historically socialized? Primary and secondary sources were consulted, selected according to established criteria with a view to avoiding search and selection bias. Data analysis was guided by the categories: "habitus" and "logical conformism". It was found that the relation between social structures and pre-professionals (motherhood, religiosity) and professional aesthetic standards (professionalism, technologism) of care through history is evidenced in the caregiving activity of the functional unit, in the functional framework and the functional element. In conclusion, in social structures, through the socialization process, "logical conformism" and "habitus" constitute the aesthetic standards of care through feelings like motherhood, religiosity, professionalism, technologism and humanism.
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Kelly, Susan Harrison. "The hidden curriculum: Undergraduate nursing students’ perspectives of socialization and professionalism." Nursing Ethics 27, no. 5 (2019): 1250–60. http://dx.doi.org/10.1177/0969733019881714.

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Background and aim Nursing students form a professional identity from their core values, role models, and past experiences, and these factors contribute to the development of their professional identity. The hidden curriculum, a set of ethics and values learned within a clinical setting, may be part of developing a professional identity. Nursing students will develop a professional identity throughout school; however, their identity might be challenged as they attempt to balance their core values with behaviors learned through the hidden curriculum. The purpose of this project was to educate students on the hidden curriculum in the development of their professional identity. Materials and methods A sample of 112 senior nursing students was recruited from a northeastern university in the United States for this study. Pre–post survey design was used, and an educational session was administered prior to the post-survey. Descriptive statistics and a valid percentage were used to describe the data within the surveys. Ethical consideration Study was approved by the author’s University Institutional Review Board. Findings A significant finding was for advocacy as students would speak up if witnessing inappropriate behavior toward patients or families with a mean score increase from 2.50 (pre-survey) to 1.45 (post-survey). Also, over 95% ( n = 106) found the educational session beneficial as they learned they had the ability to advocate and speak up for their patients. Conclusion Students were able to use their core values and advocate for their patients and families which allows for safer patient care.
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Nesler, Mitchell S., Mary Beth Hanner, Valerie Melburg, and Stephanie McGowan. "Professional Socialization of Baccalaureate Nursing Students: Can Students in Distance Nursing Programs Become Socialized?" Journal of Nursing Education 40, no. 7 (2001): 293–302. http://dx.doi.org/10.3928/0148-4834-20011001-04.

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Pai, Hsiang-Chu, Hui-Hua Cheng, and Yu-Ling Huang. "Factors that Influence Professional Socialization in Nursing Students: A Multigroup Analysis." Open Journal of Nursing 11, no. 03 (2021): 104–20. http://dx.doi.org/10.4236/ojn.2021.113010.

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Dissertations / Theses on the topic "Professional socialization – Nursing"

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Darby, Barbara Ann Barnaby. "Professional Socialization and Mentoring Relationships in Beginning Nursing Practice." UNF Digital Commons, 1995. http://digitalcommons.unf.edu/etd/332.

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The purpose of this study was twofold--to gain understanding of early professional socialization in beginning nursing practice from the beginning practitioner's perspective and to explore the influences of mentoring on the professional socialization of beginning nurses. Participants were thirty-one novice practitioners from an associate in science degree nursing program in the Southeast section of the United States. The unique perspectives of beginning nurses were gained through the use of focus groups. Data analysis consisted of content analysis, data display and reduction, identification of themes, and conclusion drawing. Findings supported the notion that professional socialization occurs in phases. Beginners anticipate initial work environments that facilitate ongoing socialization. Mentoring/preceptorship relationships are anticipated and desired as part of the socialization process. Early in beginning practice novices demonstrated an external locus of control and focused on their preparation for the role and support systems. Late in beginning practice novices demonstrated an internal locus of control and were concerned about impending independent practice and the continuing need to learn. Findings may assist nursing educators and nursing practitioners to facilitate beginners' entry and role transition. Future research should address the mentors' perspective, locus of control, and differences based on the professional education program completed by the beginner.
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Felder, Sherry Hill. ""Learning to juggle" : the graduate and professional socialization of nursing education faculty /." Full text available from ProQuest UM Digital Dissertations, 2007. http://0-proquest.umi.com.umiss.lib.olemiss.edu/pqdweb?index=0&did=1417814351&SrchMode=1&sid=1&Fmt=2&VInst=PROD&VType=PQD&RQT=309&VName=PQD&TS=1220986488&clientId=22256.

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Kelly, Jennifer. "Socialization of the new graduate : the lived experiences of new graduate nurses /." [St. Lucia, Qld.], 2005. http://www.library.uq.edu.au/pdfserve.php?image=thesisabs/absthe18718.pdf.

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Wilson, Connie S. "The perception of values and the process of professional socialization through classroom experiences among baccalaureate nursing students." Virtual Press, 1995. http://liblink.bsu.edu/uhtbin/catkey/1001186.

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Socialization into the nursing profession is essential for student nurses to develop an internalized professional identity and the corresponding professional role. The espoused professional values are the foundation for the development of professional identity and commitment to the profession. Nurse educators have a responsibility to foster students' learning for the development of the student nurse as a professional. The formation and internalization of a professional identity through acquisition of values that are congruent with those espoused by the profession facilitates professional development.The purpose of this qualitative study was to examine how baccalaureate nursing students were professionally socialized into nursing values in the classroom. Mezirow's transformational learning was used to examine how nursing students came to critically reflect on personal and professional values as part of the process of professional socialization.The context for this study was a university classroom setting. A purposive sample of eight nursing students in a baccalaureate program in the first nursing, non-clinical course was used.The study used interviews, observations, and review of documents which included the informants' journals, course text, course examinations and syllabus. Two one-hour interviews were conducted with the informants at the fifth week of a seven week course and at completion. The instructor was also interviewed following completion of the course. The three classroom observations were conducted every other week to correspond with significant content areas. Journals were collected every other week.The findings suggest that nursing students do not attain the espoused professional values from the formal curriculum or role-modeling of the instructor in a classroom setting. Qualities attributed to the professional values were expressed rather than the values themselves through personal experiences. Content areas which were controversial and value-laden held the most meaning and triggered critical reflection on personal and professional values. Eight subcategories emerged from the data analysis: formal curriculum, perceived personal values, perceived values learned in the classroom, perceived values role-modeled, triggers for critical reflection, hidden curriculum, sense of belonging to the profession, and consequences of professional socialization.This study has implications for nurse educators regarding teaching strategies, nursing education and curriculum development, professions concerned with professional socialization, and adult educators interested in Mezirow's theory. Further study is recommended on aspects of belonging, triggers for critical reflection, and professional values.<br>Department of Educational Leadership
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Keehner-Nowak, Donna M. "The relationship between socialization processes of adjunct nursing faculty and their attitude towards organizational commitment and professional development." Thesis, Capella University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3631512.

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<p> This study examined the organizational commitment and professional development of adjunct nursing faculty as it related to socialization processes provided by their organization. This study also investigated the independent variables that contributed to affective, continuance, and normative commitment. The study was conducted using an online Survey looking at the commitment levels of adjunct nursing faculty from nursing programs in New York State. Participants self-reported demographics which assisted in providing commonality among the participants, and completed two valid, published surveys; Eisenberger, Huntington, Hutchinson, and Sowa's (1986) <i>Survey of Perceived Organizational Commitment (SPOC)</i> and Allen and Meyer's (1990) <i>Three Component Model (TCM) of Organizational Commitment</i>. Results indicated that age, one independent variable, was found to be significant for continuance commitment between two age groups; 25&ndash;40 and 55 and greater. This finding leads academic administrators to focus on their multigenerational workforce needs, which now occupies many of their teaching positions. Further research is warranted to investigate the multigenerational nursing adjunct faculty member and the relationship socialization processes has on their organizational commitment and professional development.</p>
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Maloy, Debra A. "An Educational Intervention to Promote Self-management and Professional Socialization in Graduate Nurse Anesthesia Students." Thesis, University of North Texas, 2015. https://digital.library.unt.edu/ark:/67531/metadc822767/.

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Traditionally, nurse anesthesia educators have utilized prior academic achievement to predict student success. However, research has indicated that prior academic achievement offers an inadequate assessment of student success in graduate healthcare programs with extensive clinical residencies. The educational literature has identified many non-cognitive factors, such as self-efficacy and locus of control, that may provide a more holistic prediction model of student success. An experimental study with pretest-posttest design and stratified random assignment was conducted to evaluate the effectiveness of an educational intervention to promote self-management, professional socialization, and academic achievement among first semester graduate nurse anesthesia students. Participants (N = 66) were demographically similar to the national graduate nurse anesthesia student body, though Hispanics and younger students were a little over-represented in the sample (56% female, 75.8% White, 15.2% Hispanic, 6% Other, 59% ≤ 30-years-old, 67% ≤ 3 years of ICU). The results showed that most graduate anesthesia students had strong self-management and professional socialization characteristics on admission. The results did not support the effectiveness of this educational intervention. Thus, ceiling effect may have accounted in part for statistically non-significant results regarding self-efficacy (p = .190, ω2 = .03), locus of control (p = .137, ω2 = .04), professional socialization (p = .819, ω2 = .001), and academic achievement (p = .689, ω2 = .003). Future researchers may need to expand the scope of the intervention, use a more powerful and sensitive instrument, and utilize a larger sample.
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Baccaro, Thais Accioly. "Influência da escolha vocacional no processo de socialização profissional de estudantes de enfermagem." Universidade de São Paulo, 2007. http://www.teses.usp.br/teses/disponiveis/96/96132/tde-28082007-180523/.

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A socialização profissional tem início durante a faculdade e se estende para o ambiente de trabalho dos indivíduos. Quando este processo ocorre corretamente, vários benefícios surgem, no entanto, quando ele não ocorre, sérias conseqüências negativas podem surgir, como a alta rotatividade dos funcionários e os pedidos de transferência. Shinyashiki et al. (2006) afirmam que muitos são os fatores que podem influenciar a socialização profissional dos indivíduos, e destacam a grande importância da escolha vocacional para este processo. Sendo assim, o objetivo deste trabalho foi analisar, quantitativamente, a influência da escolha vocacional no processo de socialização profissional de estudantes de enfermagem por meio dos testes de hipóteses e da criação da árvore de decisão, utilizando o algorítimo CHAID. A relação foi analisada também pela introdução dos seguintes fatores de teste: gênero, idade cronológica, status socioeconômico, tamanho da cidade em que passou a infância, religião, escolaridade dos pais, tipo da faculdade, idade da escolha pela carreira de enfermagem, ano em que o aluno estava cursando, se o aluno já trabalhou em função ou atividade relacionada à enfermagem e se a organização era da área da saúde, e se já realizou estágio em hospital. Os resultados indicaram que uma escolha vocacional consistente tende a melhorar o processo de socialização profissional dos alunos de enfermagem, e que outros fatores, como o tipo de faculdade, o ano cursado, a realização de trabalho na área e a idade em que foi feita a escolha pela a carreira, são ótimos preditores da socialização profissional.<br>The professional socialization begins at the university and extends to the work environment. When this happens, there is great benefit. Otherwise, there will be negative consequences such as high rotation of employees and transfer requests. According to Shinyashiki et al. (2006) there are many reasons which can influence people\'s professional socialization process specially the vocational choice. Thus, the aim of this research is to analyze quantitatively the influence of vocational choice in the professional socialization process with nursing students through hypothesis tests and the creation of the answer tree using the CHAID algorithm. The relation was also analyzed by the introduction of the following factors in the test: gender, chronological age, social economical status, the size of the city in their childhood, religion, parents education, type of College, age of the choice for the nursing career, school year, if the student has ever worked or has had any activity related to nursing, and if the organization was from the health area, and also if he has worked as a trainee in a hospital. The results showed that a consistent vocational choice tends to enhance the nursing students\' professional socialization process and also that other factors like: type of school, school year, working experience in the area and the age of the choice for the career were good predictors for professional socialization.
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Santos, Elaine Franco dos. "As instituições formadoras e a identidade profissional da enfermagem : mimetismo ou metamorfose." Universidade do Estado do Rio de Janeiro, 2001. http://www.bdtd.uerj.br/tde_busca/arquivo.php?codArquivo=2226.

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Coordenação de Aperfeiçoamento de Pessoal de Nível Superior<br>O objeto do presente estudo consiste nos papéis exercidos pelas instituições formadoras de profissionais de enfermagem, pelo mercado de trabalho e pelas entidades de classe da enfermagem no processo de profissionalização e de construção de sua identidade profissional. Este estudo tem por objetivo reescrever o processo de construção da identidade profissional da enfermagem a partir das discussões travadas pelos profissionais, nas instituições formadoras, acerca de sua especialização, a luz dos fatos sócio-históricos que desencadearam, ao longo do tempo, a passagem de uma enfermagem generalista para outra especialista. O trabalho discute o processo de profissionalização da enfermagem nas instituições formadoras tendo como pano de fundo as idéias clássicas da sociologia das profissões. Para ela, a enfermagem é vista coma uma semiprofissão, uma vez que não possui os quatro atributos fundamentais de uma verdadeira profissão: autonomia, corpo esotérico de conhecimentos, ideal de serviço e monopólio de saber e do fazer. Na tentativa de conquistar estes quatro atributos, ou alguns deles, para, então, ascender ao patamar de profissão, a enfermagem hoje vive um momento de transição na formação de seus profissionais: generalistas (tradicionais) ou especialistas (modernos). Em um outro aspecto, concluímos que, até o momento, o processo de legitimação, ou melhor, de construção social da identidade profissional da enfermagem especializada ainda não se consolidou, ou seja, as instituições formadoras, construtoras sociais do campo profissional da enfermagem, ainda não se definiram pela figura de um só perfil - generalista ou especialista - e, por isso, esta construção ainda encontra-se inacabada.
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Sims, Caroline E. "New graduate nurse transition into practice : psychometric testing of Sims Factor H Assessment Scale." Thesis, Indiana University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3601305.

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<p> Factor H is a newly identified phenomenon which describes a constellation of attributes of the new graduate nurse reflecting personality traits, intellectual abilities, and clinical judgment. In a previous pilot study conducted by this researcher nurse managers and experienced Registered Nurse (RN) preceptors described characteristics demonstrated by new graduate nurses demonstrating Factor H and the new graduate nurse's ability to transition quickly and successfully into the RN role in the acute care environment. There is currently no instrument available to measure this phenomenon. The specific aim of this research was to develop and psychometrically test a scale designed to identify the presence of attributes of Factor H in the new graduate nurse. The Sims Factor H Assessment Scale (SFHAS) was developed and piloted with a sample of one hundred one new graduate nurses within three months of completing the their nursing program at one of three nursing schools in central and south central Indiana. Evidence of content validity was demonstrated through the use of the Content Validity Index conducted with a panel of four experts. Evidence of face validity was demonstrated through interviews with a group of new graduate nurses, nurse managers, and experienced RN preceptors. Principle Axis Factoring with Varimax rotation was used to demonstrate evidence of construct validity and the scale was found to have a single component which was identified as nursing personality. Evidence of criterion-related validity was demonstrated utilizing analysis of the SFHAS and the criterion scale for personality traits (NEO-FFI). Evidence of internal consistency reliability was demonstrated through analysis of inter-item correlations, Cronbach's coefficient correlations, and item-total correlations. Test re-test reliability using interclass correlation was also conducted to demonstrate stability of the scale. The SFHAS was found to be reflective of nursing personality and not general mental ability or clinical judgment. Use of the SFHAS will allow organizations to evaluate the nursing personality of the new graduate nurse for fit into the work environment. Further study is recommended to gain clarity around the attributes which support successful transition of the new graduate nurse into practice in the acute care environment, also known as Factor H.</p>
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Bucht, Kerstin. "Lärande i verksamhetsförlagd utbildning : Sjuksköterskors upplevelser av lärande under Specialistutbildning inom Anestesisjukvård." Thesis, Stockholm University, Department of Education in Arts and Professions, 2008. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-7995.

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<p>Studiens syfte var att få kunskap om hur sjuksköterskor under specialistutbildning inom akutsjukvård med inriktning mot anestesisjukvård upplever förväntningar, möjligheter och hinder för lärande under deras verksamhetsförlagda utbildning. I bakgrunden finns beskrivet specialistutbildningens uppläggning och mål. Några av anestesisjuksköterskans centrala arbetsuppgifter fokuseras: mötet med patienten inför anestesi och operation och den fria luftvägen. För studien användes en kvalitativ metod med intervjuer av tio studenter. Intervjuerna bearbetades och analyserades utifrån ett sociokulturellt perspektiv på lärande, vilken utgör studiens teoretiska ram. Analysen koncentrerades mot lärande som social praxis där fyra teman framkom vilka berörde praktikplatsen, yrkesidentiteten, samspelet med handledare, patient, arbetsteam och skola i lärandesituationer samt utvärderingen. Dessa teman anknöts till Nielsen och Kvales huvudaspekter på mästarlära och situerat lärande som beskriver lärande i en praxisgemenskap, lärande som utveckling av en yrkesidentitet, lärande utan formell undervisning och utvärdering genom praxis. Resultatet visade att samspelet med handledaren hade mycket stor betydelse för studenternas möjligheter till lärande och för utvecklingen av yrkesidentiteten. De kvaliteter som studenterna ansåg viktigast hos handledaren var motivation för handledaruppdraget, aktuella yrkeskunskaper, kommunikationsförmåga och ett pedagogiskt förhållningssätt. Praktikplatsen ansågs även ha stor betydelse för studenternas möjligheter till lärande där miljön, tillträde till lärandesituationer, gemenskapen och samspelet med teamet upplevdes ge goda förutsättningar. Utvärdering i form av feedback i samband med lärandesituationer och efterföljande reflektion av utförda handlingar upplevde studenterna vara nödvändigt för lärandets progress.</p>
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Books on the topic "Professional socialization – Nursing"

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Eriksen, Tine Rask. Socialisation og kvalifikation til kvindeligt omsorgsarbejde. Institut for pædagogik, Københavns universitet, 1989.

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Daher, Donizete Vago. Por detrás da chama da lâmpada: A identidade social do enfermeiro. Editora da Universidade Federal Fluminense, 2000.

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Hallam, Julia. Nursing the image: Media, culture, and professional identity. Routledge, 2000.

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Hallam, Julia. Nursing the image: Popular fictions, recruitment and nursing identity 1950-1975. typescript, 1995.

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E, Kiefer Marcy, ed. Survival skills for the new nurse. Lippincott, 1986.

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The politics of nursing knowledge. Routledge, 1996.

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Vieira, Maria Jésia. Imagem cultural e motivação na escolha da enfermagem. Editora da Universidade Federal de Sergipe, 2002.

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Health care's forgotten majority: Nurses and their frayed white collars. Auburn House, 1995.

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Food and mealtimes in dementia care: The table is set. Jessica Kingsley Publishers, 2006.

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Lapierre, Ernest Dale. THE PROFESSIONAL SOCIALIZATION OF MALE STUDENT NURSES. 1985.

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Book chapters on the topic "Professional socialization – Nursing"

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Otis-Green, Shirley, and Iris Cohen Fineberg. "Enhancing team effectiveness." In Oxford Textbook of Palliative Nursing. Oxford University Press, 2015. http://dx.doi.org/10.1093/med/9780199332342.003.0069.

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The National Consensus Project (NCP) Guidelines for Quality Palliative Care, the National Quality Forum (NQF), and multiple Institute of Medicine reports all recommend a team approach as the optimal way to provide patient-and-family-focused care, yet our current socialization of professionals remains discipline-specific. This chapter will provide readers an opportunity to consider various strategies useful in increasing team effectiveness. The use of family meetings is highlighted as an important palliative care team intervention.
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