The nursing education institutions play a major role in the training of nurses to curb the shortage of nurses in the country. Nurse educators assist with the primary socialisation of new nurses into the nursing profession. Likewise, new nurse educators need to be socialised into the nursing education system. Proper socialisation of new educators into the education system is vital for the continuity and reinforcing of professional values. The purpose of the study was to identify and describe the relationship between professional socialisation and job satisfaction of nurse educators of a provincial college in South Africa. A quantitative, descriptive correlational design was used for the study. The sample consisted of nurse educators (N=102) employed by the Kwa Zulu Department of Health with the Kwa Zulu College of Nursing (KZNCN). Data was collected using a structured questionnaire, which included both the Nurses Professional Values Scale-Revised (NPVS-R) questionnaire and the Minnesota Satisfaction Questionnaire (MSQ). Statistical data analysis was done using the Statistical Package for Social Sciences (SPSS) programmes. The results showed reliability of the NPVS-R questionnaire with Cronbach’s alpha (α) ranging between .637 and .811 and between .798 and .883 for the MSQ. Confirmatory factor analysis for the NPVS-R and exploratory factor analysis for the MSQ both had p-value of .0001 concluding a statistical significance of the questionnaires with a sufficiently high correlation. Again a positive correlation coefficient (r>.328) was concluded amongst the demographic data and the NPVS-R and MSQ. The null hypothesis was rejected since a good correlation between the professional socialisation and the job satisfaction statements of nurse educators of a provincial college was concluded. Recommendations include: proper socialisation and mentorship of new educators into the new education role for both personal and professional development and the proper utilisation of individual skills and expertise in order to prevent animosity and job dissatisfaction. Moreover, strategies to improve the working conditions and remuneration of nurse educators so as to attract new nurse educators into the education system are vital. / MCur, North-West University, Potchefstroom Campus, 2014

Magister Scientiae (Occupational Therapy) - MSc(OT) / Professional socialisation is a key dimension within the professional development of an occupational therapy practitioner. Professional socialisation in the first year of practice involves a process of change within the individual with regards to knowledge, skills and reasoning. The process further involves the novice’s developmental induction into the culture of the profession and into the practice context. Novice practitioners who are not appropriately supported in their professional socialisation process may become demoralised as practitioners. It is necessary to explore professional socialisation from the perspectives of novice occupational therapy practitioners themselves, in order to generate an understanding of how professional socialisation can be supported in the first year of practice. This is of vital importance otherwise the profession may run the risk of attrition. Therefore, the aim of this study was to explore and describe novice occupational therapists’ perceptions and experiences regarding professional socialisation during the first year of practice. A qualitative research approach and exploratory descriptive research design was utilised in the public health system in South Africa. Purposive sampling was utilised to select nine participants for the study. Data collection methods included two semi-structured interviews and a dyad interview discussion which were audio-recorded, transcribed verbatim and analysed through thematic data analysis. The strategies of member checking, peer review, reflexivity, and an audit trail ensured trustworthiness of the study. Ethics clearance was obtained from the UWC Research Committee. Three themes originated from the findings of this study. The first theme, stepping into the unknown, illustrates a dissonance between the participants’ expectations for practice and the actual realities of practice that they encountered. The second theme, uncovering the occupational therapy culture, highlights power dynamics and inconsistencies within the profession as perceived by the participants. The third theme, becoming a professional, highlights how the participants responded to the challenge of transitioning from student to professional and started to internalise their professional identity. Recommendations to support the professional socialisation of novice therapists in the South African context are made in respect of occupational therapy education, continued professional development, support for novice therapists, transformation in the profession and future research.

The nursing education institutions play a major role in the training of nurses to curb the shortage of nurses in the country. Nurse educators assist with the primary socialisation of new nurses into the nursing profession. Likewise, new nurse educators need to be socialised into the nursing education system. Proper socialisation of new educators into the education system is vital for the continuity and reinforcing of professional values. The purpose of the study was to identify and describe the relationship between professional socialisation and job satisfaction of nurse educators of a provincial college in South Africa. A quantitative, descriptive correlational design was used for the study. The sample consisted of nurse educators (N=102) employed by the Kwa Zulu Department of Health with the Kwa Zulu College of Nursing (KZNCN). Data was collected using a structured questionnaire, which included both the Nurses Professional Values Scale-Revised (NPVS-R) questionnaire and the Minnesota Satisfaction Questionnaire (MSQ). Statistical data analysis was done using the Statistical Package for Social Sciences (SPSS) programmes. The results showed reliability of the NPVS-R questionnaire with Cronbach’s alpha (α) ranging between .637 and .811 and between .798 and .883 for the MSQ. Confirmatory factor analysis for the NPVS-R and exploratory factor analysis for the MSQ both had p-value of .0001 concluding a statistical significance of the questionnaires with a sufficiently high correlation. Again a positive correlation coefficient (r>.328) was concluded amongst the demographic data and the NPVS-R and MSQ. The null hypothesis was rejected since a good correlation between the professional socialisation and the job satisfaction statements of nurse educators of a provincial college was concluded. Recommendations include: proper socialisation and mentorship of new educators into the new education role for both personal and professional development and the proper utilisation of individual skills and expertise in order to prevent animosity and job dissatisfaction. Moreover, strategies to improve the working conditions and remuneration of nurse educators so as to attract new nurse educators into the education system are vital. / MCur, North-West University, Potchefstroom Campus, 2014

Professional socialisation is a key aspect of social work pre-qualifying training and the final practice placement has long been viewed as one of the most crucial elements of social work training, in enabling students to transfer learning on the course into practice (Parker, 2007). Whilst there has been substantial research into how students develop their skills in social work education, very few studies have focused upon the student’s development of professional identity and the process of professional socialisation (Valutis, Rubin and Bell, 2012). This study explores this gap, particularly the impact of the placement supervisor and agency context upon the student’s development of professional identity. An autobiographical style and social constructionist approach is employed by the author, alongside the use of a theoretical lens which incorporates Bourdieu’s (1993) work, particularly the concept of ‘Habitus’, Jenkins’ (2008) use of three orders concerning ‘Social Identity’, and the work of Lave and Holland (2001) regarding ‘History in Person’. The data was generated from semi-structured interviews with final year postgraduate students and placement supervisors. These narratives were analysed through the use of grounded theory (Charmaz, 2014). The findings of this study contributes four main areas to the understanding of how professional identity is developed. Firstly, the importance of prior and current personal experiences in the development of professional identity, especially first-hand service user experience. Secondly the value of informal reflective spaces to discuss identity, particularly with peers. Thirdly the significance of the student establishing a reciprocal relationship with their placement supervisor. Finally, the impact of the agency/placement environment upon the student and their supervisor in supporting this process of professional socialisation. Further research of a longitudinal nature is proposed by the author, to include a wider range of students and supervisors in order to build upon this understanding of professional identity development and how to best support the professional socialisation process.

Background: Following the MPharm degree, the pre-registration training year is a critical time where the values, attitudes and behaviours of qualified pharmacists are inculcated. Given the paucity of research, a programme of work was undertaken to explore the process of professional socialisation and development of professionalism in trainees during the pre-registration year. Method: The programme of work, the first of its kind in pharmacy, explored the process of professional socialisation and development of professionalism in trainees prospectively during the 2011/12 pre-registration year. A purposive sample of 20 pre-registration trainee-tutor pairs - 14 from community and 6 from hospital pharmacy – were recruited across North West England. Semi-structured interviews and behavioural professionalism questionnaires were used longitudinally in four rounds of data collection during the training year and with newly qualified pharmacists (NQPs; formerly trainees). A cross-sectional survey was administered to 1706 trainees towards the end of the training year to examine areas explored in the longitudinal study, including behavioural professionalism, supervision and ‘patient mattering’. Interviews were analysed thematically using template and framework analyses, and the critical incident technique. Quantitative data was analysed using descriptive and multivariate analyses. Results: Findings demonstrated that many of trainees’ attitudes and values appeared to be fostered during their upbringing and were further shaped by the MPharm degree, laying out professional expectations for pharmacists. At the beginning of training, sector differences were apparent with more formalised inductions in place in hospital than community pharmacies, particularly independents. Previous pharmacy work experience, which all 20 trainees had undertaken during MPharm studies, facilitated the transition into training. Early on in the year, as trainees familiarised themselves with the organisation and working processes they were often supported by pharmacy technicians and other support staff and trainees worked effectively and in a professional manner with them throughout training. The application of clinical knowledge acquired from the MPharm degree was challenging, as recognised by trainees and tutors. With continued practice experience and increased responsibility and patient contact, abilities in applying clinical knowledge and communicating with patients improved, as did trainees’ confidence. Longitudinal ratings of behavioural professionalism increased significantly during training, as assessed by trainees and their tutors, and this was confirmed in the analysis of a representative sample of 347 trainees that were surveyed (response rate = 24.2%). Survey findings showed how elements of behavioural professionalism such as communication skills were more prone to development compared to, for example, appearance and interpersonal skills. Perceptions of supervision received during the training year were generally positive. The pre-registration tutor was a key source of support, as well as role model, throughout the year, particularly in community pharmacy. Hospital tutors had a more distant relationship with their trainees and relied on other pharmacists to supervise their trainees. Tutors were often considered to have the largest impact on the development of professionalism in trainees, particularly in community. When considering aspects of their supervision, hospital trainees rated their tutors significantly higher than those in community in ‘articulation’ and ‘exploration’, relating to asking trainees for rationale of actions and encouraging them to pursue learning goals, respectively. Differences between training sites, such as the pharmacy services being delivered and patient mix, were found as were trainees’ beliefs that they mattered to patients: community trainees believed they mattered more (e.g. were more helpful) to their patients than hospital trainees. Conclusions: The multiple methods employed in this programme of work revealed experiences trainees faced and contributing factors associated with their professional socialisation and development of professionalism. The findings led to recommendations for pharmacy education and training including: integrating university-based and work-based learning more closely, ensuring consistency in training experiences in different settings and sectors, improving training and support for staff involved in training and setting explicit standards relating to elements of professionalism. These are considered in the context of anticipated changes to the MPharm into a more integrated 5-year degree programme.

Physiotherapy in Sweden has developed from a practical, hands-on, assistant job predominantly taught at college level to a university-based academic discipline emphasising evidence-based practice and research. Women are in majority although an increasing number of men have entered the profession. Women and men physiotherapists tend to undertake different career paths. The overall aim of the present thesis was to use a gender perspective to describe and analyse attitudes to the professional role, health care work and the development of the profession among actors engaged in physiotherapy education. A questionnaire was distributed in 1997 to all Swedish physiotherapy students in the second semester of the education (n=273). The same cohort was investigated in 1999 at the completion of the education. The response rate was 93 percent at both occasions. For an international comparison, the same questionnaire was distributed in 1997 and in 1999 to a group of Canadian physiotherapy students in their first and last semesters (n=60). Qualitative research interviews were conducted with 8 novices in physiotherapy and with 14 women educators in academia. Five focus group discussions with clinical supervisors were conducted (10 women and 5 men). Methods used were Grounded theory, factor analysis, logistic regression and path analysis. Feminist theories and Bourdieu's theory of culture constituted a theoretical framework Four ideal types were identified among the novices representing attitudes to the professional role. The Treater and The Supervisor were attitudes found among the women, whereas The Coach and The Entrepreneur were attitudes among the men. Type of health care facility was important for their positioning in the organisational hierarchy. Swedish students favour future employment in private practice. Sports medicine clinics and fitness centres are health care facilities highly endorsed, as is health promotion. Neither care of elderly nor hospital work are preferable fields of practice. Research is not favoured. Men students are more likely to have chosen the profession because of their interest in physical activity and sports. They are also more likely to prefer owning a private clinic and working with alternative approaches such as fitness training in sports medicine clinics. Women students are more likely to prefer an employment in private practice. The Canadian men students favour private practice whereas the women prefer the public sector of health care. The academic educators experience a gap between theory and practice which causes conflicting messages to students. Competing professions, emergent societal change and a conservative clinical practice constitute threats to the profession. The uniqueness of professional competency, theoretical development and new arenas such as home rehabilitation, consulting and research constitute a vision for future development of the profession. Masculinity is highly valued for status and power whereas femininity symbolises empathy and caring. The clinical supervisors update their theoretical knowledge base through supervision of students, but claim that students lack hands-on skills. Stress at work, unequal power relations in the hierarchy and restructuring of health care are factors that influence work satisfaction negatively. To conclude, gendered habitus, different symbolic capital and different attitudes towards health care work and development of the profession were found in the sub-fields of physiotherapy. / digitalisering@umu

The Group Mentoring Programme which is the subject of this evaluative research was developed and implemented under the auspices of the Australian Library and Information Association by the author and a colleague. The main aim of the Programme was to facilitate the transition of new graduates in librarianship into the profession. The objectives of the research were: (1) to conduct an impact evaluation of the Programme; (2) to explore and develop the conceptual and theoretical bases of mentoring; and (3) to identify sources of stress anticipated and experienced by new graduates in their transition into the profession. This evaluative research represents the first report in the research literature to date in which a group mentoring programme of this kind has been evaluated using a quasi-experimental research design. The population comprised all graduates in librarianship from the two Western Australian universities offering these courses in 1996. Subjects in the experimental group were self-selected, and the remainder of the population made up the comparison group. (This was divided into two groups - those who did not have a current mentor, and those who had a current mentor.) Data were collected by means of pre- and post-test questionnaires, and analysed by multiple regression analysis. The main outcome variable was measured by Hall's Professionalism Scale, a validated measuring instrument. Results indicated that the Group Mentoring Programme was effective in only one of the five domains of professionalism as measured by this scale (that is, in having a sense of 'calling' to the field). This suggested that a group mentoring programme, by itself, is not a sufficient strategy for new graduates to attain a professional identity. A four-stage model of mentoring as continuing professional development is suggested as a strategy for teaching professionalism in a more formal, ++ / structured way. Results also showed that career-development outcomes were significantly higher in the Group Mentoring participants than in the two comparison groups, indicating that group mentoring is an effective career development strategy in the first year of such a programme. The concept of mentoring is extended to include group mentoring, which incorporates the essential characteristics of mentoring; it is also suggested that group mentoring includes the potential for practising three forms of mentoring relationships: individual, peer and co-mentoring. Two broad areas for future research are suggested: longitudinal studies examining the outcomes of group mentoring, and studies extending the theoretical and conceptual bases of group mentoring.

Introduction: Trainee pharmacists are required to undertake a work-based pre-registration training placement (PRTP) in order to qualify. Literature exploring how this placement influences the development of students’ professionalism is sparse, however it is acknowledged that placements offer learning that can not be replicated in an academic environment. Following recent recommendations for the PRTP to be split into two six-month placements, the “sandwich” Master of Pharmacy (MPharm) programme at the University of Bradford offers a unique opportunity to study the impact of an early PRTP. This project aimed to understand the experiences of “sandwich” students during their early PRTP and generate a theory explaining how professionalism develops during this time. Methods: A constructivist grounded theory approach was taken. Fourteen students who had recently completed their early PRTP were interviewed using semi-structured, face-to-face interviews. A constant comparative approach to analysis was taken. Findings: The process developing a professional identity emerged as the core category. This consisted of four interlinking stages; reflection, selection of attributes, professional socialisation and perception of role. Developing a professional identity occurred under the conditions of realising the reality of the profession, developing practical knowledge and skills and learning from mentors. The consequence of developing a professional identity was that participants felt they were now a trainee professional. Discussion and conclusion: The theory demonstrates that developing a professional identity was the main process that occurred whilst MPharm students were on their early PRTP. Regulatory, funding and educational organisations should consider this when reviewing pharmacists’ training and students’ approach on return to university.

Introduction: Trainee pharmacists are required to undertake a work-based pre-registration training placement (PRTP) in order to qualify. Literature exploring how this placement influences the development of students’ professionalism is sparse, however it is acknowledged that placements offer learning that can not be replicated in an academic environment. Following recent recommendations for the PRTP to be split into two six-month placements, the “sandwich” Master of Pharmacy (MPharm) programme at the University of Bradford offers a unique opportunity to study the impact of an early PRTP. This project aimed to understand the experiences of “sandwich” students during their early PRTP and generate a theory explaining how professionalism develops during this time. Methods: A constructivist grounded theory approach was taken. Fourteen students who had recently completed their early PRTP were interviewed using semi-structured, face-to-face interviews. A constant comparative approach to analysis was taken. Findings: The process developing a professional identity emerged as the core category. This consisted of four interlinking stages; reflection, selection of attributes, professional socialisation and perception of role. Developing a professional identity occurred under the conditions of realising the reality of the profession, developing practical knowledge and skills and learning from mentors. The consequence of developing a professional identity was that participants felt they were now a trainee professional. Discussion and conclusion: The theory demonstrates that developing a professional identity was the main process that occurred whilst MPharm students were on their early PRTP. Regulatory, funding and educational organisations should consider this when reviewing pharmacists’ training and students’ approach on return to university.

An increase in reports of undesirable professional behaviour in the nursing profession has prompted the question: How could the internalisation of skills, knowledge, values and beliefs be guided in student nurses to help them become effectively socialised as professional nurses? Using a sequential exploratory mixed-methods approach, the study addressed the above question. The researcher used focus-group interviews and field notes to explore and describe the perceptions of professional nurses and experiences of student nurses regarding the professional socialisation of students. The data generated from these findings were further used to determine and describe educators’ (N=128) perceptions on their teaching and facilitation of professional socialisation of students, using a self-administered questionnaire. The findings of both the qualitative and quantitative data were integrated to develop and validate guidelines to support educators and professional nurses in the professional socialisation of students. To establish rigour, the researcher applied measures of trustworthiness and performed validity and reliability tests. The qualitative data were analysed by utilising Tesch’s method of data analysis. The themes that emerged as influential in the professional socialisation of students were related to the professional nurse as role model, clinical supervisor, the educator, clinical learning environment, values and beliefs of the nursing profession and cultural and gender orientations. The quantitative data were analysed using descriptive and inferential statistics. Educators’ teaching and facilitation strategies revealed that the educator as a role model, the clinical environment, teaching approaches and cultural awareness were important social determinants in the professional socialisation of students. The qualitative and quantitative data were integrated to develop guidelines that were validated by field and guideline experts. The guidelines for educators and professional nurses addressed issues such as the professional nurse as role model and clinical supervisor, the creation of a positive clinical learning environment, the educator as role model, the teaching and support of students, the work ethic of the professional nurse and educator, the students’ behaviour and cultural awareness. These guidelines propose recommendations for educators and professional nurses to support the professional socialisation of students. / Health Studies / D. Litt. et Phil. (Health Studies)