Stages of Professional Socialization in Nursing Order Instructions: Using APA format, write a six (6) to ten (10) page paper (excludes cover and reference page).
A minimum of three (3) current professional references must be provided. Current references include professional publications or valid and current websites dated within five (5) years. Additionally, a textbook that is no more than one (1) edition older than the current textbook may be used.
Stages of Professional Socialization in Nursing
Read the following and then compose your paper:
• Chapter 4: Role Transition (Reprinted with permission from Lora Claywell (2009) LPN to RN Transitions (2nd ed.) St. Louis, MO: Elsevier.)
The paper consists of two (2) parts and must be submitted by the close of week six. Each part must be a minimum of three (3) pages in length.
• Define professional socialization. Discuss how the criteria of a profession are achieved during the process of professional socialization.
• Lora Claywell (2009) describes four stages of professional socialization in nursing. Read the attached chapter and summarize the stages. Identify which stage you are experiencing. Describe your rationale.
Part 1
Identify two barriers that could interfere with your ability to accomplish the fourth stage. For each barrier, identify resources that can assist you to overcome the barrier. Explain.
Part 2
Claywell (2009) discusses 8 areas of differences between LPN and RN roles: assessment skills; patient teaching skills; communication skills; educational preparation; intravenous therapy; legal responsibilities; nursing care planning; and thinking skills. Research 3 of these areas using your textbooks and current nursing literature to provide supporting evidence on how the differences you selected are necessary for implementing the role of the RN in providing safe, effective patient care.
Your conclusion should describe your plan for socialization into the role of the professional nurse.
Stages of Professional Socialization in Nursing Sample Answer
Part 1
Professional socialization is the process of internalizing and developing a professional identity through the acquisition of skills, attitudes, beliefs, norms and ethical standards pertinent to a new profession. For nursing students, professional socialization begins with the entry into the nursing program and it continues with entry into the workforce. It is thus a combination of intended and unintended results of the educational process and work experience (Dinmohammadi, Peyrovi, & Mehrdad, 2013). To achieve the criteria of professional socialization, students engage in both formal education and informal learning. Informal learning occurs through trial error, mentors, and observing people with knowhow. Formal socialization entails performing physical assessment, developing patient’s care plans and patient teaching (Melrose, Miller, Gordon, & Janzen, 2012). Formal and informal requirements of socialization strengthen student’s professional role identity. Students engage in a process of lifelong learning on cognitive, psychomotor and affective aspects (Dinmohammadi, Peyrovi, & Mehrdad, 2013).
Stages of Professional Socialization in Nursing
When transitioning from a practical to a registered nurse, one goes through four stages of the socialization process. In the initial phase, it is common for nursing students to experience mixed emotions. The emotional roller coaster begins at the time of consideration to enroll in the BSN program. Some students become excited about the impending learning experience while others feel skeptic and overwhelmed in anticipation of the new challenge. Excitement in some students stems from being overconfident because of having served as an LPN for many years. Such students may at times fear that there is nothing much to learn from the program and are fairly skeptical about the depth of the learning material (Claywell, 2009).
The next phase of the socialization process is marked by internal dissonance as the students effectively appraise the demands and complexity of the BSN content. It also dawns on them that a registered nurse has more daunting responsibilities than they imagined before. Some students also find it more challenging to attain high grades as compared to their practical nursing program. They realize that the transition process demand using higher order problem-solving skills and technical knowledge to make an analysis of test findings and explain disease processes. The second stage is marred by frustration as students struggle to adjust effectively (Claywell, 2009).
Stages of Professional Socialization in Nursing
The third level sets in when students learn how to incorporate acquired knowledge into the expected behavior of a registered nurse. They abandon their practical nurse way of thinking and show significant integration of a registered nurse behavior. The stage is characterized by a greater willingness to adopt and implement new skills and knowledge. They also enjoy learning and experience lower levels of anxiety and fears concerning their capabilities towards successful transition into the registered nursing professional role (Claywell, 2009).
In the last phase, the student fully embraces and epitomizes the skills, attitudes and behavior of registered nurse. They add on the characteristics of a registered nurse onto their practice and are enthusiastic about the new role. They also draw satisfaction form their work because they are empowered to provide comprehensive care (Claywell, 2009). I am at the third stage of the professional socialization process. I have moved from being overwhelmed by the more complex nature of the registered nurse program learning materials. I understand the nursing concepts and theories better and how to apply them in various practical scenarios. Learning is more enjoyable because I am also better acquainted with the expectations of the different courses and I have mastered how to study and achieve better grades. However, I am yet to fully gain confidence in epitomizing the behaviors and ways of thinking of a registered nurse. I am gradually adjusting to the increased workload and complex decision making and accountability responsibilities encountered during the clinical rotation.
Stages of Professional Socialization in Nursing
One of the barriers that could interfere with my ability ace the fourth stage is the fear of failure. The fear of failing might ruin my confidence about offering optical comprehensive care to patients. Fear can have a negative effect on satisfaction with the profession and contribute to dissatisfaction and ultimately the desire to leave the profession. Mentors and preceptors are imperative resources that can be useful in helping one to apply theoretical knowledge in areal clinical environment and elevate confidence levels with every success. Mentors also act as a support system for mentees (Zarshenas, Sharif, Molazem, Khayer, Zare, & Ebadi, 2014). Mentors encourage and support students in their transition. Students indicate that getting opportunities to discuss their course material with colleagues, workplace mentors and even supervisors as very valuable because such discussions make things clearer than just reading them (Melrose & Gordon, 2011).
Stages of Professional Socialization in Nursing
Becoming overwhelmed by financial concerns and job demands is a frequent obstacle for students in fully embraces the registered nurse role. Many LPNs are adult learners that have other financial and work obligations. LPNs may require being in full-time employment to continue meeting the education expenses (Melrose & Gordon, 2011). Balancing work and schooling may be overwhelming and the inability to strike a balance may force students to take frequent breaks that may have a negative effect in learning. Some workplaces may have very stringent prohibitions concerning leave, and this may also negatively affect students especially during practicum courses. To address issues revolving being overwhelmed by financial and job demands, it is necessary that students explore obtaining alternative part time employment with better leave terms. It is also necessary that the LPN to RN education programs schedule flexible practicums that can be customized to accommodate students’ employment.
Part 2
RN and LPN roles vary particularly as it concerns educational preparation, patient teaching and IV therapy administration (Claywell, 2009). The differences in roles show the importance of the RN’s role of providing safe and effective care. Registered nurses educational training focuses on using different critical thinking skills to evaluate patient problems and develop care plans and monitor their effectiveness. RN training capitalizes on understanding why problems occur and devising solutions. RN training encompasses courses on psychosocial and physiological aspects of care, liberal arts hone their communication skills ad capacity to offer holistic care, nursing courses to provide a thorough understanding of diseases and patient needs and practicum hours (Claywell, 2009).
LPN education differs from RN education in the sense that their training is more descriptive rather than analytical. It also takes them one or two years to complete while RNs take 3 or 4 years (Melrose & Gordon, 2008). It is reported that RN educational preparation has significant benefits for patients. A higher level of nursing education is associated with reduced patient mortality (Melrose & Gordon, 2008). Hospitals that have more nurses with BSN level of education register lower heart disease fatalities and significantly reduce patient length of stay in admission. It is also reported that the higher level of education has a direct impact on lowering the rate of failure to rescue rate for patients suffering from pneumonia and cancer. Registered nurses also have lower rates of errors in administering medication and violating medical care procedures (Rosseter, 2014).
Stages of Professional Socialization in Nursing
Registered nurses also differ from practical nurses in terms of their responsibility in administering IV therapy. Although some states allow practical nurses to administer IV therapy after undertaking a course in IV therapy, the prevailing legal requirements instruct that registered nurses supervise the procedure. Registered nurses’ curricula prepare them at a greater depth than practical nurses curricula to oversee the administration of blood and other drugs that are administered through IV therapy. Registered nurses thus possess greater knowledge and competency related to caring for patients on IV therapy and drug interactions and complications that could arise from intravenous therapy (Claywell, 2009). RNs are therefore, better equipped to contribute to increased patient safety and effective care.
To deliver effective care RNs are strongly prohibited from delegating IV therapy related tasks such as inserting and correcting arterial and central nervous catheters, administering anesthesia and procedural sedation because they require keen RN evaluation (Brewer & Ridenour, 2007). Research indicates that RNs make fewer errors when administering medication through IV therapy than LPNs. It has been noted that LPNs are prone to making errors in the course of multiple drug preparation. They either choose the wrong dose or solvent. To address this, it is proposed that LPNs undertake additional education that uses a simulation approach (Hughes & Blegen, 2008). Such a strategy would be effective in improving the patient safety and effective concerns associated with IV therapy.
Stages of Professional Socialization in Nursing
Registered nurses and practical nurses also differ in their role in patient teaching responsibilities. Registered nurses are adequately prepared to develop educational content and they also have the knowhow of teaching-learning principles. Practical nursing education does not encompass patient teaching in its curricula that is necessary for helping them identify hindrances to patients’ readiness to learn and development of practical teaching plans. Registered nurses have the independence to provide comprehensive healthcare training autonomously while practical nurses can only disseminate wellness teaching under the instruction and oversight of a registered nurse (Claywell, 2009).
Registered nurses are thus better informed about patient needs and effective teaching strategies to ensure holistic learning that is essential in improving patient safety and health outcomes. Registered nurses can help patients to lower the risk of developing health complications through teaching on adherence and compliance. They can also teach populations on mangling existing ailments such as asthma by avoiding certain triggers. They can also promote healthy habits such as reducing tobacco use, unhealthy eating and encouraging physical exercise to prevent certain lifestyle diseases.
Stages of Professional Socialization in Nursing
Socialization into the professional nurse role demands a thorough understanding of the different stages of role socialization. It is also imperative that one anticipate the obstacles that may hinder progress through the different stages of the professional socialization process. Research shows that hospitals with more RNs than LPNs have lower mortality rates. It is evidence that a higher level of nursing education has a direct positive correlation with improved patient safety and effective care. My plan of socialization into the professional role entails proper planning to avoid hindrances such as being overwhelmed by competing life responsibilities such as work and financial obligations. It may involve accessing credit to finance my education when resigning from my job or seeking alternative part time becomes necessary to continue my education. The plan also involves actively seeking mentors to encourage me to persistently pursue my goal and neutralized any inherently perceived fear of failure. Mentors are very essential in helping me to transfer theoretical knowledge to practical clinical scenarios. Discussing theory with them also helps in better understanding the clinical procedures and problem-solving methods required to fully develop the registered nursing behavior, attitudes and competencies.
Stages of Professional Socialization in Nursing References
Brewer, J. K., & Ridenour, J. (2007, July). Advisory Opinion Intravenous Infusion Therapy/ Venipincture: The Role of the Licenced Practical Nurse. Retrieved November 1, 2014, from Arizona State Board of Nursing: https://www.azbn.gov/Documents/advisory_opinion/AO%20Intravenous%20Infusion%20Therapy-Venipuncture%20The%20Role%20of%20the%20Licensed%20Practical%20Nurse%200911.pdf
Claywell, L. (2009). Role Transition: LPN to RN Transitions. St. Louis, MO: Elsevier.
Dinmohammadi, M., Peyrovi, H., & Mehrdad, N. (2013). Concept Analysis of Professional Socialization in Nursing. Nursing Forum, 48(1), 26-34.
Hughes, R. G., & Blegen, M. A. (2008). Medication Administration Safety. Patient Safety and Quality: An Evidence-Based Handbook for Nurses, 2, 397-432.
Melrose, S., & Gordon, K. (2008). Online Post LPN to BN Students’ View of Transitioning to A New Nursing Role. Internatioonal Journal of Nursing Education Scholarship, 5(1), 1-18.
Melrose, S., & Gordon, K. (2011). Overcoming Barriers to Role Transition During an Online Post LPN to BN Program. Nurse Eduaction in Practice, 11(1), 31-35.
Melrose, S., Miller, J., Gordon, K., & Janzen, K. J. (2012). Becoming Socialized into a New professional Role: LPN to Student Nurses Experiences with Legitimization. Nursing Research and Practice, 1-8.
Rosseter, R. (2014, January 21). The Impact of Education on Nursing Practice. Retrieved Novemebr 1, 2014, from American Association of Colleges of Nursing: http://www.aacn.nche.edu/media-relations/fact-sheets/impact-of-education
Zarshenas, L., Sharif, F., Molazem, Z., Khayer, M., Zare, N., & Ebadi, A. (2014). Professional socialization in Nursing: A Qualitative Content Analysis. Iranian Journal of Nursing and Midwifery Research, 19(4), 432-438.
