Facilitators of professional socialisation of learners in the clinical learning areas: A qualitative systematic review

Abstract

Objectives: To present a review of the factors that facilitate professional socialisation among undergraduate nursing learners. Method: A systematic review was conducted on literature from 2008 to 2018. The literature search focused on factors that facilitate professional socialisation of learner nurses. A search of databases was conducted in CINAHL, MEDLINE, Google Scholar and Science Direct. The search focused on literature on professional socialisation of learner nurses published from 2008 to 2018. The search resulted in 3035 articles which were further reduced to 13 after further synthesis. Critical appraisal skills programme was used to assess the quality of the studies. Results: Three main themes emerged. Learner factors, factors in the clinical learning areas and interpersonal factors were identified as the factors that facilitate professional socialisation of learners. Conclusion:Learners should have self-motivation and be supported and assisted to develop a positive professional identity. The clinical learning environment should have effective communication that fosters learning. Professional nurses should act as exemplary role models so that learners can emulate the conduct and practice. The review brought to light that the professional socialisation of learners is affected by the learner factors, clinical learning areas and personal factors.

Expectations of learner nurses in sampled clinical areas of the Limpopo province, South Africa

“…This sentiment is shared by Safazadeh et al ( 2018 ), who indicate that the cause of theory and practice gap in clinical learning is because of learner nurses’ attitude towards the profession, the engaging nature of theoretical learning and the existence of a learning atmosphere in the clinical environment. A learner who is not self-motivated might find it difficult to learn and merge theory and practice (Mafumo, Tshililo & Luhalima 2022 ). Learner nurses had opinions that the clinical learning areas should be supportive and conducive to learning by creating an environment conducive to learning and thereby helping the learners to integrate theory and practice.…”

The effect of internship on nursing students' attitudes towards their caregiver roles

“…Through learning and practicing caring behaviors, students ultimately cultivate the qualities necessary to evolve into professional nurses (10,11). The acquisition and refinement of these behaviors can be facilitated by fostering conducive learning environments for students within the faculty, promoting collaboration between faculty members and practice settings, and employing deliberate teaching strategies that prioritize student-centered learning (12) Furthermore, enhancing care skills can also be achieved through utilizing nurses as role models in the clinical teaching environment, reviewing incentivizing incidents, and focusing on hidden curriculum objectives (13).…”