Role‐modelling and the hidden curriculum: New graduate nurses’ professional socialisation

Hunter, Kiri; Cook, Catherine

doi:10.1111/jocn.14510

Cited by 100 publications

(128 citation statements)

References 40 publications

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“…(Harré, 1983) For nursing culture, it is important how professional values are learned as well-developed professional identity improves nursing care, healthcare deliveries, and outcomes. (Hunter & Cook, 2018) Professional development and the formation of professional identity are not solely under teachers, curriculum, and policymakers' responsibility but also part of qualified practical nurses' and nurses' duty that is responsible for tutoring students during on-the-job trainings. Tutors are authorities whose views are generally not opposed (Hunter & Cook, 2018) and therefore have a critical influence on how professional identity forms.…”

Section: Discussionmentioning

confidence: 99%

“…(Hunter & Cook, 2018) Professional development and the formation of professional identity are not solely under teachers, curriculum, and policymakers' responsibility but also part of qualified practical nurses' and nurses' duty that is responsible for tutoring students during on-the-job trainings. Tutors are authorities whose views are generally not opposed (Hunter & Cook, 2018) and therefore have a critical influence on how professional identity forms. The language and practices used in practical training support vocational growth and development of the professional identity of a student through the hidden curriculum.…”

Section: Discussionmentioning

confidence: 99%

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Practical nursing students’ discursive practices on smoking in Finland

Aho

Pietilä

Joronen

2019

International Journal of Qualitative Studies on Health and Well

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Purpose: Based on focus groups, we analyse how practical nursing students deal with being as smokers and future healthcare workers. The way they justify their smoking is discussed within a group of peers. Methods: The study has a qualitative design with an inductive approach using focus group interviews (FGIs) for data collection. A total of 29 students were interviewed in five groups of five and one group of four participants. Results: In the analysis, we found four different discursive practices the students utilized for rationalizing their own smoking and coping with the moral dilemma of smoking in a context of health care where smoking is forbidden: (1) students normalized smoking with references to its prevalence within their social circles, (2) the students asserted that their smoking was under control, (3) students considered themselves responsible smokers, and (4) students identified smoking as a part of their identity. Conclusion: Training should support the growth of professional identity and address the smoker's identity right from the start of education. Smokers need special attention in the formulation of professional identity, however, without being stigmatized any further.

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Practical nursing students’ discursive practices on smoking in Finland

Aho

Pietilä

Joronen

2019

International Journal of Qualitative Studies on Health and Well

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“…Data analysis highlights not only were they engaging with explicit, formal content, they were also navigating the ‘hidden curriculum’ of an unfamiliar set of beliefs and values about what it means to be a learner. This concept of the hidden curriculum refers to the often tacit or unarticulated assumptions, beliefs and values within organisational structures that maintain existing norms (Hunter & Cook, ; Mossop, Dennick, Hammond, & Robbé, ). This is an important tension to note, as notions of empowerment underpin adult learning theories, but the shift to the inherent low power distance of these approaches can disempower learners if they are not adequately supported through this transition.…”

Section: Power Distance and Acculturationmentioning

confidence: 99%

Power distance and migrant nurses: The liminality of acculturation

2019

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A dearth of literature focuses on the relationship between acculturation, power distance and liminality for migrant nurses entering foreign workplaces. Expectations are for migrant nurses to be practice‐ready swiftly. However, this aspiration is naïve given the complex shifts that occur in deeply held cultural beliefs and practices and is dependent on an organisational climate of reciprocal willingness to adapt and learn. This exploratory study identified that although a plethora of literature addresses challenges migrant nurses face, there are limited data that link these transitional processes to concepts that might usefully guide transitions. This study draws from the overarching concept of acculturation, together with Hofstede's (2011) notion of power distance and the theory of liminality to explore the experiences of eight migrant nurses. Data highlighted that adjusting to altered hierarchical relationships took many months because negotiating power distance challenged deeply held beliefs and assumptions about professional and organisational hierarchies. Migrant nurses’ accounts indicated a paucity of organisational processes to address these difficulties; therefore, they navigated this liminal space of adjustment to power distance differences in an ad hoc manner. Their acculturation experiences, arguably unnecessarily prolonged, indicate the value in workplace commitment to exploring a collaborative, critically reflective approach to optimise transitions.

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“…Since vocational training has periods of on-the-job learning, the students may mimic the behaviour of their workmates/instructors (Bonevski, Paul, Walsh, Bryant, & Lecathelinais, 2011). Tutors are considered as authorities whose views and example are generally not opposed (Kiri & Catherine, 2018).…”

Section: Impact Statementmentioning

confidence: 99%

The relationship between peer relations, self‐rated health and smoking behaviour in secondary vocational schools

et al. 2019

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Aims To examine the association between peer relations, self‐rated health and smoking behaviour in vocational school setting. Background Smoking in adolescence causes health and socioeconomic inequality in adulthood. There is evidence that smokers are physically less active, have lower academic aspirations and perceive poorer health than non‐smokers. Method The study was conducted in spring 2013 and involved 34,776 vocational students who took part in the School Health Promotion Study in Finland. The associations between adolescent smoking habits and peer relations and smokers' self‐rated health were studied adjusting for the respondents' age, parental education and family type. Results A substantial proportion of the respondents, 37% of the girls and 36% of the boys, reported smoking daily, 15% of the girls and 14% boys smoked occasionally with a further 15% of the girls and 13% of the boys stating that they were ex‐smokers. Of the girls, 33% and 38% of the boys were non‐smokers. Adjusted multinomial regression revealed that having a close friend or friends predicted smoking among girls and boys. Additionally, the adjusted model indicated that being a bully and/or a bully + bully‐victim was associated with smoking behaviour in boys only. Boys and girls who rated their health as moderate or poor were more often daily smokers; in girls, this was also the case in occasional smokers. Conclusion Smoking prevention aimed at vocational schools should take into consideration the norms and expectations related to peer relations which strongly influence adolescents' smoking habits.

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Role‐modelling and the hidden curriculum: New graduate nurses’ professional socialisation

Cited by 100 publications

References 40 publications

Practical nursing students’ discursive practices on smoking in Finland

Practical nursing students’ discursive practices on smoking in Finland

Power distance and migrant nurses: The liminality of acculturation

The relationship between peer relations, self‐rated health and smoking behaviour in secondary vocational schools

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