Iranian Nurses Professional Socialization

Tahmasbi, Simin; Mirzaiean, Shirin; Bonyadi, Maryam; Mohammadi, Parvin

doi:10.32598/jccnc.3.4.283

Cited by 5 publications

(12 citation statements)

References 35 publications

(40 reference statements)

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“…The findings showed that professional socialization was perceived as a social adaptation process. Understanding the concept of socialization has key importance to manage the professional socialization process better and determine the educational strategies (Mazerolle et al 2015;Langrehr et al, 2017;Tahmasbi et al, 2017). Professional socialization consists of two dimensions: primary and secondary (Corrêa Junior et al, 2017;Tahmasbi et al, 2017).…”

Section: Theme 1: Social Adaptationmentioning

confidence: 99%

“…Understanding the concept of socialization has key importance to manage the professional socialization process better and determine the educational strategies (Mazerolle et al 2015;Langrehr et al, 2017;Tahmasbi et al, 2017). Professional socialization consists of two dimensions: primary and secondary (Corrêa Junior et al, 2017;Tahmasbi et al, 2017). The primary socialization refers to the period of family and school, and the secondary socialization refers to the university period (Corrêa Junıor et al, 2017).…”

Section: Theme 1: Social Adaptationmentioning

confidence: 99%

“…As a process, professional socialization is the construction of professional values, norms and perspectives. The common point of the existed definitions is the presence of self-opinion, knowledge, and responsibilities as a member of a professional body (Thrasher et al, 2015;Tahmasbi et al, 2017). Cohen (1981) indicated that and individual internalizes the values and norms of the profession within the professional socialization process, and the concept of identity is reshaped with these new values.…”

Section: Introductionmentioning

confidence: 99%

“…In this process, certain educational experiences that are gained through socialization might be supportive or unsupportive for future professional development (Strouse et al, 2016;Jong et al, 2017;Salisu et al, 2019). While factors such as supportive learning environment, positive experiences, clarity of the role expectations, comprehensive orientation process and self-confidence make a positive contribution to the professional identity development (Jong et al, 2017;Salisu et al, 2019), the presence of an inappropriate role model in the working environment, a negative learning environment, experiencing conflicts with other professionals, oppressive and grade-oriented approach of the instructor, different and irregular implementation fields obstructs the process (Tahmasbi et al, 2017;Salisu et al, 2019).…”

Section: Introductionmentioning

confidence: 99%

“…To date, the majority of the studies has focused on the field of health and nursing (Limoges and Jagos, 2015;Strouse et al, 2016;Dinmohammadi et al, 2017), yet other fields of professional education have not been extensively studied and there are only a few studies in the literature (Mazerolle et al, 2015;Thrasher et al 2015;Balci et al, 2019). Most studies in the literature have focused on the conceptual analysis of professional socialization, sociological analysis of professional socialization, and its impact, the process of professional socialization and related experiences, the development of professional socialization, and issues of professional identity (Perez, 2016;Tahmasbi et al, 2017;Sadeghi Avval Shahr et al, 2019). However, previous studies have not dealt with evaluating students' perceptions of professional socialization.…”

Section: Introductionmentioning

confidence: 99%

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The perceptions of university students' professional socialization process

2021

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The purpose of this study is to determine the perceptions of university student’s professional socialization process. The study adopted the qualitative research design. Easily accessible case sampling method, was used to determine the participants of the study group. The study group consisted of 16 students. The data were collected through two focus groups. The data of the study were analysed using the content analysis method. According to the findings of the content analysis the themes “adaptation to society”, “professional role achievements”, and “adoption of the profession”, and relevant sub-themes were identified. The results of the study revealed that students who were studying at both faculties expressed the concept of ‘professional socialization’ in a multidimensional way. In the light of the findings obtained from the research, it is proposed to make new curriculum arrangements that will provide the development of professional socialization for students.

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Section: Theme 1: Social Adaptationmentioning

confidence: 99%

Section: Theme 1: Social Adaptationmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 3 more Smart Citations

The perceptions of university students' professional socialization process

2021

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Experiences of faculty and staff nurses working with nursing students during clinical placement in residential aged care facilities: a systematic review of qualitative evidence

Keeping‐Burke

Witherspoon

Eustace‐Cook

et al. 2021

JBI Database of Systematic Reviews and Implementation Reports

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Objective:The objective of this review was to synthesize evidence on the experiences of faculty and staff nurses working with nursing students in clinical placement in residential aged care facilities.Introduction:Nursing education helps prepare students to provide quality care to older adults. Nursing programs across the globe are championing the integration of content on the care of older adults into their curricula as well as recognizing the value of clinical placements that focus exclusively on this population. Staff nurses who work in residential aged care facilities often work alongside students. In this role, they can support faculty and mentor students. This review explored faculty and staff experiences of nursing student placements in such facilities.Inclusion criteria:This review considered qualitative studies that address the experiences of faculty and staff nurses working with nursing students in residential aged care facilities. Studies published in English from 1995 onward were included.Methods:The literature search was conducted in CINAHL, MEDLINE, Embase, and ERIC. The search for unpublished articles included Proquest Dissertations and Theses and Google searches of the Canadian Nurses Association and American Nurses Association websites. Papers were screened by two reviewers independently against the inclusion criteria. Those meeting the criteria were appraised using the JBI critical appraisal checklist for qualitative research. Key findings from included studies were extracted using a standardized tool and classified as unequivocal, credible, or not supported. This review followed the principles of meta-aggregration in line with the JBI approach.Results:Six studies, published between 2001 and 2017, were included in the review. A total of 32 findings were extracted and aggregated into nine categories. From the nine categories, four synthesized findings were developed: i) students enhance the environment, whereby faculty and staff perceive that student presence enhances the residential aged care work and living environment, ii) effort is required by faculty and staff to make the experience work, reflecting a need for faculty and staff to accept and work with negativities, iii) residential aged care facilities provide rich learning experiences, indicating an appreciation for available learning opportunities, and iv) importance of a residential aged care-academic partnership for a collaborative approach in creating positive experiences for faculty and staff working with students in this setting.Conclusion:Faculty and staff experiences highlight that residential aged care has the potential to provide students with valuable learning experiences, including how to provide comprehensive and quality nursing care to older adults. A lack of resources in residential aged care inspires faculty and staff to be creative in how they work with students. However, working with students can be challenging for faculty who lack interest and expertise in caring for older adults in this setting. Additionally, staf...

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Professional socialisation in the clinical training environment of anaesthetic technicians’: A qualitative study

Smith

Hunter

2023

Preprint

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Background: Professional socialisation is important for developing professional identity among newly graduated health professionals. Benefits extend tojob satisfaction, work engagement, internal motivation, adjustment to professional roles, social acceptance, and a sense of belonging. The clinical environment plays an important role in determining positive or negative professional socialisation experiences. In New Zealand, the education programme for anaesthetic technicians (ATs) is transitioning from an apprenticeship model to a three-year Bachelor of Health Science. As both models include a significant element of clinical exposure, it is important that we understand what influences the professional socialisation experience. There is a lack of studies focused on professional socialisation with AT education. Therefore, this study explored the experiences of recent graduate ATs in the clinical environment to inform the ongoing development of the training programme. Methods: This study used a qualitative, descriptive methodology. Five ATs were recruited in using purposive sampling in New Zealand during October 2020. All had graduated within the past 3 years. Semi-structured individual interviews explored participants’ interpretations of their professional socialisation experiences in the clinical environment. Data were analysed using standard qualitative analysis. Results: Three main themes and eight subthemes emerged from the interviews: learning to behave (professionally and by following role models); learning to survive (in a hierarchical environment, with a derogatory view of being invisible, with a lost voice striving for acceptance and by conforming); and learning to thrive (with support from the professional ‘family’ and by learning about each other). Conclusions: The findings suggest that ATs’ professional socialisation occurs in a challenging clinical context with competing professional identities and encompasses positive and negative learning experiences. In this environment, ATs’ student status may be perceived as weak and predispose them to conforming to survive. Academic and clinical education facilitators should be aware of the need to advocate for positive professional socialisation experiences. It is also important to enable an inter-professional identity to emerge to promote collaboration among future health professionals.

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Iranian Nurses Professional Socialization

Cited by 5 publications

References 35 publications

The perceptions of university students' professional socialization process

The perceptions of university students' professional socialization process

Experiences of faculty and staff nurses working with nursing students during clinical placement in residential aged care facilities: a systematic review of qualitative evidence

Professional socialisation in the clinical training environment of anaesthetic technicians’: A qualitative study

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