Professional socialization of the Iranian BSN Students: A grounded theory study

Abstract

Introduction: Professional socialization is a critical aspect of nursing students’ development, which begins with entry into the nursing program and continues when their professional practice begins. The aim of this study was to explore the socialization of Iranian BSN students in the nursing profession. Methods: An exploratory qualitative approach utilizing Straussian version of the grounded theory (1998) method was used. Individual in-depth semi-structured interviews were undertaken with 14 participants chosen from two large nursing schools in an urban area through purposive and theoretical sampling. The data were analyzed, using the constant comparative method. Results: Five main categories and eleven subcategories emerged and integrated around one core category. Professional metamorphosis as the core variable was a complex and interrelated process (consisting of three stages: dependence, disintegration, and integration) with dynamic, ongoing, and personal features influenced by professional and extra-professional context. The students assumed a passive role in the initial of their studies. However, during the last year of the educational program, they gradually involved actively in dealing with own personal and professional issues. Conclusion: This study introduced "professional metamorphosis of BSN students" as a substantive grounded theory in the socio-cultural context of the health care system in Iran. During this process, students move from outsider personal position to insider professional position. The nurse educators and administrators may develop effective educational interventions to promote professional socialization of students with an understanding of the promoting and driving forces influencing socialization.

Challenges and facilitators of professional socialization: A systematic review

“…All eight included studies were published between 2008–2017 (Brown, Stevens, & Kermode, ; Condon & Sharts‐Hopko, ; Curtis, Horton, & Smith, ; Dinmohammadi, Peyrovi, & Mehrdad, ; Holley & Taylor, ; Love, ; Thomas, Jinks, & Jack, ; Zarshenas et al, ) the sample size ranged from 14–43 with a total population of at least 144 participants. Table contains the complete characteristics of the included studies.…”

“…Under this subcategory, we identified dissonance between professional ideals and practice reality (Curtis et al, ), integration, extra‐professional context, extra‐professional agents and conditions (Dinmohammadi et al, ), discrimination and isolation (Love, ) and also theory–practice incongruence and tacit knowledge (Zarshenas et al, ).…”

“…Time limitation (Curtis et al, ), dependence, disintegration (Dinmohammadi et al, ) and personal beliefs (Zarshenas et al, ).…”

“…Team building, working with peers (Condon & Sharts‐Hopko, ), realignment between the reality of practice and professional ideals, leadership to align practice reality with professional ideals, collaboration (Curtis et al, ), professional context, professional agents and conditions (Dinmohammadi et al, ), professional support and relatedness (Zarshenas et al, ).…”

Professional Socialization Of Foreign Students Based On The Dialogue Of Cultures

“…Professional socialization, which ensures the process of integrating the individual into the professional community, is understood in modern sociological, pedagogical and psychological literature as a part of general socialization; but some researchers (Klimenko, 2012;Yugfeld, 2015;Barretti, 2004;Dinmohammadi, Peyrovi, & Mehrdad, 2017) pay attention to the fact that professional socialization occurs with an already socialized individual, mainly at the secondary stage of socialization, allowing to explore new sectors of social reality. For foreign students, the development of professional reality is carried out in the unity with the studying Russian culture -both general and professional, which necessarily requires the understanding of the professional culture value foundations, considering Russian specifics.…”