"Socialization into Professional Nursing" is a remarkable example of a paper on care. The majority of nursing students walk into nursing learning institutions having the image portrayed by the nurses they see around them. The perceptions that these students usually hold are transformed into professional comprehension which is acquired in nursing schools. It is a process referred to as professional socialization. The learning process entails the acquisition of skills, attitudes, norms, values, behaviors, and the values of the profession. Socialization in the profession is crucial in eliminating tension that stems from the real shock.
It is also vital in the facilitation of adaptation in the process of transition. Majority of students before their enrolment into nursing school view nursing as service-oriented towards helping the sick to recover from their ailments. To incorporate the concept of social professionalism, there is a need to have absolute comprehension of what constitutes a profession. Some of the universal professional standards highly embrace honesty, integrity, and autonomy. The values provide the platform for motivation and guidance professional and individual behavior. The values are often learned during the nursing educational programs where the students develop internalize and clarify professional values (Pei & Pek, 2012). On the other hand, professional socialization is hugely dependent on the role theory whose origin is associated with the field of sociology.
The role theory focuses on student preparation for them to be able to meet the job roles and expectations. There are 2 processes through which individuals can learn their roles. One of these processes is through interaction with others or groups while the second process entails learning through role-plays, modeling, identification, observations, and instruction among others.
In addition, the two sociological conditions encompass the cultural and structural process of professional socialization. In reference to structural roles, the determinants of individual roles are rules such as orders from doctors, hospital or health care policies, and description of jobs. On the other hand, cultural conditions consist of the prevalent systems of ideas in the society expressed either in symbols, words, or even ceremonies. The development of the values in the nursing profession begins with education in the profession and is continuous throughout the practicing years of nursing.
The aim of professional socialization is to enhance the development of professional identity in such a way that all the mentioned attributes become part of the nurses’ professional image and behavior and personality (Pei & Pek, 2012). Professional socialization is a consequence of multiple exposures to agents of socialization who are the individuals that initiate the process. The agents in question are colleagues, clients, faculty, and health care professionals, friends, and family. Due to this process of professional socialization, the students’ values that are already present are replaced with those values acquired during the nursing profession (Dimitriadou, Pisirtzidou & Lavdarniti, 2013). There are several avenues for educational preparation that students can incorporate to become nurses who are registered.
They can register for diploma or bachelor's programs and eventually undergo the licensing of the exam process. Education is a way of initiating Professional socialization since it provides the platform through which students learn new roles, as well as not only observe but also experience the nursing culture. Formal socialization happens in both clinical and classroom settings. On the other hand, informal socialization happens through either interaction or observation with the aid of the other health care practitioners.
It is common for the new graduates in the nursing field to have high attrition due to the existence of the practice and theory gap and the case of reality shock. There are 3 varied outcomes of the process of professional socialization. The first one entails the students being socialized into the profession and internalizing the norms, behavior, attitudes, skills, and values among others successfully. Secondly, there is a group that is socialized into the field depending on the examination evidence after which they are diverted into other clinical areas.
It helps them to discover their interest in other areas of nursing apart from the clinical areas. In the process of socializing the students, some nurses are trained by preceptors that are bullies and wait for them to fail instead of true supportive mentoring. Organizations that deal with nursing have been identified for the frequent occurrence of bullying. The aspects of bullying manifest in scenarios such as management or doctors bullying or mistreating the nurses; a nurse being bullied by other nurses; a nurse being bullied by the patient; and healthcare providers being bullied by nurses (Utley, 2011).
Bullying has surfaced as one of the phenomena that result in problems of retention of nurses and employees in the organization. The continuous acts of bullying without intervention may result in higher chances of nurses inclusive of healthcare providers leaving their workplace. In turn, it can be detrimental to the financial operation costs since new nurses are required to replace those that already left.
It will result in costs related to the recruitment process. Besides the cost incurred, the other consequence entails emotional pain that a victim of the act undergoes. It also has secondary implications on the other co-workers who witness these acts. In some situations, the victims may suffer from depression, anxiety, and may feel isolated. The third consequence is being associated with troublemaking thus resulting in individuals developing fears of the advancement of career development opportunities or even loss of a job. Besides, the victims may also be psychological problems such as headaches, nervous tension, and eating disorders among others (Dimitriadou, Pisirtzidou & Lavdarniti, 2013). At the workplace, the performance of the victims of bullying may be affected.
When their performances are affected, it may consequently result in the provision of poor quality services to the patients. However, the education program and practical settings especially in the laboratories usually have positive effects on newly registered nurses. It helps in bridging the gap between the nursing theories and practical reality (Utley, 2011). In addition, the policies in place that attempted to do away with the likely occurrence of acts such as bullying are vital in ensuring that there is job satisfaction among the employees, as well as their retention.
Job satisfaction can also be enhanced when the values inculcated to the nurses are commensurate with the values embraced by the organization or at the workplace.
Pei, K. L & Pek, H. L (2012). Concept of professional socialization in nursing. Retrieved on 3rd June 2015 from http://web.imu.edu.my/imuejournal/approved/7.Research_Lai_p31-35.pdf#page=5&zoom=auto,0,-158
Dimitriadou. A Pisirtzidou. E & Lavdarniti, M. (2013). The Concept of Socialization in Nursing Education. International Journal of Caring Science, 6 (3): 314-318
Masters, K. (2014). Role development in professional nursing practice. Burlington, MA: Jones & Bartlett Learning.
Utley, R. A. (2011). Theory and research for academic nurse educators: Application to practice. Sudbury, Mass: Jones and Bartlett Publishers.