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Socialization into nursing: nursing students as learners

L Reutter1, P A Field, I E Campbell

  • 1Faculty of Nursing, University of Alberta, Edmonton, Canada.

The Journal of Nursing Education
|April 1, 1997
PubMed
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This study explores nursing student socialization, finding that learning shifts from an idealized functionalist approach in year one to a reality-based interactionist approach in later years. Implications for nursing education are discussed.

Area of Science:

  • Nursing Education
  • Sociology of Professions
  • Qualitative Research

Background:

  • Socialization is crucial for professional development in nursing.
  • Understanding student learning experiences informs educational strategies.
  • Existing literature often examines socialization in isolation, not longitudinally.

Purpose of the Study:

  • To explore the functionalist and interactionist approaches to socialization in baccalaureate nursing students.
  • To examine how these approaches evolve throughout a 4-year nursing program.
  • To identify implications for enhancing nursing education.

Main Methods:

  • Qualitative longitudinal exploratory research design.
  • Study conducted with nursing students at a western Canadian university.

Related Experiment Videos

  • Data collected over a 4-year period to track socialization processes.

    • Main Results:

    • Student learning integrates both functionalist and interactionist approaches.
    • Functionalist learning (the "ideal") dominates in the first year.
    • Interactionist learning (adapting to reality) becomes prominent in the second and third years.
    • Fourth-year students prepare for professional reality beyond academia.

    Conclusions:

    • Nursing student socialization is a dynamic process influenced by both theoretical ideals and practical realities.
    • Educational strategies should adapt to the evolving needs of students across the 4 years.
    • The findings offer valuable insights for curriculum development and pedagogical approaches in nursing programs.