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)
| Identifer | oai:union.ndltd.org:netd.ac.za/oai:union.ndltd.org:unisa/oai:umkn-dsp01.int.unisa.ac.za:10500/18732 |
| Date | 11 1900 |
| Creators | De Swardt, Hester Cathrina |
| Contributors | Van Rensburg, Gisela Hildegard, Oosthuizen, M. J. |
| Source Sets | South African National ETD Portal |
| Language | English |
| Detected Language | English |
| Type | Thesis |
| Format | 1 online resource (xiv, 242 leaves) : illustrations, some color |
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