The Professional Socialization of Graduating Students in Generic and Two-Plus-Two Baccalaureate Completion Nursing Programs

Abstract

Clark, Connie Lynn, "The professional socialization of graduating students in generic and two-plus-two baccalaureate completion nursing programs " (2001). Retrospective Theses and Dissertations. 633. https://lib.dr.iastate.edu/rtd/633 INFORMATION TO USERSThis manuscript has been reproduced from the microfilm master. UMI films the text directly from the original or copy submitted. Thus, some thesis and dissertation copies are in typewriter face, while others may be from any type of computer printer.The quality of this reproduction is dependent upon the quality of the copy submitted. Broken or indistinct print, colored or poor quality illustrations and photographs, print bleedthrough, substandard margins, and improper alignment can adversely affect reproduction.In the unlikely event that the author did not send UMI a complete manuscript and there are missing pages, these will be noted. Also, if unauthorized copyright material had to be removed, a note will indicate the deletion.Oversize materials (e.g., maps, drawings, charts) are reproduced by sectioning the original, beginning at the upper left-hand comer and continuing from left to right in equal sections with small overlaps.

Nurses' Attitude towards Professionalization and Factors Influencing

“…5 , 8 All this is going on nowadays, while the society needs nurses who accept the profession wholeheartedly, improve their professional roles and qualities and gain the ability to perform those roles in different situations. 29 …”

Perceptions and experiences of psychological trauma in nursing and psychiatric nursing students: A small scale qualitative case study

“…According to our participants, nursing education underprepares students for the wide array of critical incidents that they are likely to encounter during their practical and in their post-graduate work as early-career nurses. Early-career nurses are similarly socialized [19][20][21][22] to accept critical incidents and their emotional aftermaths, and their undermanagement and under-recognition by employers, as 'routine' and 'normal' elements of frontline care. Rather than acknowledging the distress resulting from maltreatment or shocking and tragic events, institutions encouraged students to rationalize critical incidents as unavoidable and, therefore, somewhat beyond the scope of institutions' responsibility.…”