"I Was Actually a Nurse": The Meaning of Professionalism for Baccalaureate Nursing Students

Abstract

An important process in any profession is the development of professional identity. Understanding how students experience professionalism is important to provide appropriate educational experiences to foster this aspect of professional socialization. Therefore, this study investigated baccalaureate student nurses' perspectives of what it means to be professional. This qualitative study was based on Pollio, Henley, and Thompson's interpretive framework, an existential-phenomenological approach. The purpose of the interpretation was to recognize patterns or themes in an experience. Figurai experiences in one's life emerge against a backdrop, or ground. Sixtynine baccalaureate nursing students at different educational levels participated. They described specific experiences in which they felt professional. The student experience of being professional was one grounded in a world of self and others. Three interrelated themes emerged from this ground- belonging, knowing, and affirmation. The ground of self and others provides the backdrop of the experience. It is through self and others that the figurai themes are experienced. The themes are inherently interrelated. For example, the experiences of belonging and knowing were affirming to students, and affirmation enhanced their sense of knowing and belonging. Implications of the findings are explored.

Becoming Socialized into a New Professional Role: LPN to BN Student Nurses' Experiences with Legitimation

“…In nursing education, previous research has examined professional socialization among select groups of student nurses, for example, traditional undergraduate nursing students [19, 20], undergraduate students specializing in community nursing [21], accelerated after degree students [22], male students [23], and students in distance programs [24]. Further, the experiences of select groups of Registered Nurses who upgrade their credentials have been explored.…”

Students’ experiences of implementing clinical skills in the real world of practice

“…In particular, students believe that having knowledge and skills assisted the process of positive socialisation (Gray & Smith , Secrest et al . ). This is similar to the concept of Realism of Pre‐entry Knowledge (RPK), described by Louis (), which is the preparation that newcomers receive prior to entering an organisation (Klein et al .…”

“…, Secrest et al . , Chesser‐Smyth ). This is similar to the concept of newcomer adaptation outlined in socialisation theory, whereby the newcomer becomes an ‘insider’ (Louis ).…”

Exploring continuous clinical placement for undergraduate students

“…In addition, there was a perception of transience with students 'just passing through' the clinical environment and not in the setting long enough to become familiar with staff. Secrest et al (2003) undertook a qualitative study designed to explore a group of nursing student's perspectives of 'professionalism'. A sense of 'belonging' within the nursing team was found to be important for students during their clinical placements, as was a perception of 'knowing' which further reinforced their sense of belonging.…”