Orginical articleRole socialization of graduating student nurses: Impact of a nursing practicum on professional role conception
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Cited by (19)
Final clinical practicum, transition experience and turnover intentions among newly graduated nurses: A cross sectional study
2020, Nurse Education TodayCitation Excerpt :Elements such as gaining learning experiences that mirror the reality of what is like to be a graduated nurse, being an active member of a professional team, adequate support and a well-functioning supervisory relationship have been recognized as important in FCPs (Casey et al., 2011; Kaihlanen et al., 2018, 2019). FCP experiences have been suggested as facilitating the necessary change in role conception from student to nurse (Coudret et al., 1994) and as assisting graduating students in developing positive attitudes towards their nursing career (Tseng et al., 2013). The FCP may also be important in newly graduated nurses' recruitment and retention, as it can shape decisions about preferable future work environments (McKenna et al., 2010; Shih and Chuang, 2008; Shoqirat and Abu-Qamar, 2015).
‘It's complicated’: Staff nurse perceptions of their influence on nursing students’ learning. A qualitative descriptive study
2018, Nurse Education TodayCitation Excerpt :These tensions are important to understand as nursing students have reported that interactions with staff nurses influence them more than interactions with clinical instructors (Dunn and Hansford, 1997). Student–staff nurse relationships not only impact students' learning outcomes, but also students' desire to remain in the program and, ultimately, the profession (Coudret et al., 1994; Dunn and Hansford, 1997). Despite their importance, the informal interactions between staff and nursing students during teacher-led practica have been largely overlooked in the nursing literature.
Personality and professional commitment of students in nursing, social work, and teaching: A comparative survey
2016, International Journal of Nursing StudiesCitation Excerpt :Studies have shown that students’ levels of empathy and altruism have a tendency to decline as they progress through their education (Hagström and Kjellberg, 2007; Nunes et al., 2011; Ward et al., 2012). One explanation for this finding is that new students often start out with an idealistic impression of the occupation, which becomes more nuanced as they experience the profession (Coudret et al., 1994). The realities of the work life of a nurse, which is dominated by carrying out bureaucratic tasks and performing under tight time constraints (Maben et al., 2006), may diminish not only individuals’ excitement and enthusiasm but also their idealistic impression of the profession.
A model of new nurse transition
2011, Journal of Professional NursingCitation Excerpt :We found only a few studies on the effectiveness of preceptorships. One showed that practicum students shifted their conceptions of the RN role from that presented by nursing faculty to one similar to practicing RNs (Coudret et al., 1994); professionalism scores increased, and role conflict scores decreased as a result of participation in another preceptorship (Goldenberg & Iwasiw, 1993). Two studies showed increased self-reported clinical competence upon completing a preceptorship (Chung, Wong, & Cheung, 2008; Kim, 2007).
The CCARE model of clinical supervision: Bridging the theory-practice gap
2007, Nurse Education in PracticeFirst birth stories of student midwives: Keys to professional affective socialization
2004, Journal of Midwifery and Women's Health
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Dean, School of Nursing and Health Professions, University of Southern Indiana, Evansville, IN.
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Instructor, School of Nursing and Health Professions, University of Southern Indiana, Evansville, IN.
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Assistant Professor, School of Nursing and Health Professions, University of Southern Indiana, Evansville, IN.
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Instructor, School of Nursing and Health Professions, University of Southern Indiana, Evansville, IN.