scholarly journals Professional Socialisation into Physiotherapy: The Workplace Realities

1970 ◽  
Author(s):  
Maggie Roe-Shaw
Keyword(s):  
Theoretical Model ◽  
Lived Experience ◽  
Professional Socialization ◽  
Attrition Rate ◽  
Socialization Process ◽  
Professional Career ◽  
New Graduates ◽  
Workplace Experiences ◽  
Recent Graduates ◽  
Professional Socialisation

This paper illuminates the professional socialization process in a variety of physiotherapy workplaces through engagement with a range of facilities and participants (including new graduates, physiotherapy managers and experienced physiotherapists). It explores being and becoming a physiotherapist, and gives recognition to the importance of the workplace in the professional socialization process. It reports positive workplace experiences for recent graduates, and identifies links between these experiences, professional career structures, and the attrition rate from the profession. Just how well prepared are physiotherapists for the realities of the workplace? While this paper includes a theoretical model of professional socialization, the focus is on the narrative model, which is the lived experience of physiotherapists in the context of practice in the constantly changing healthcare workplace through globalisation and economic rationalization.

scholarly journals Uncloaking the anxiety behind professional dress.

2021 ◽  
Author(s):  
Julie Rebecca Rubinger
Keyword(s):  
Mixed Methods ◽  
Lived Experience ◽  
Student Life ◽  
Phone Interview ◽  
Mixed Methods Approach ◽  
New Graduates ◽  
Demographic Questionnaire ◽  
Recent Graduates ◽  
Professional Workplace ◽  
Insight Into

Graduating from university is one of life’s greatest milestones. Students expect their stress to subside upon graduation; however, the transition from student life to career track entails a new set of stressful circumstances, including how to dress professionally. Using a mixed methods approach, this study examined how recent graduates prepare their clothing for the professional workplace. Participants included 15 recent, professionally employed, postsecondary female graduates who completed a demographic questionnaire, a modified version of a standardized anxiety scale, and a phone interview. In order to determine best wardrobe practices, research included interviews with 5 fashion advisors. Although results revealed recent graduates did not experience any quantitatively significant anxiety, interview responses demonstrated both concern and uncertainty. This research provides insight into the lived experience of recent female graduates. Findings may be used to assist retailers, create guides, and develop workshops for new graduates entering the professional realm.

scholarly journals Uncloaking the anxiety behind professional dress.

2021 ◽  
Author(s):  
Julie Rebecca Rubinger
Keyword(s):  
Mixed Methods ◽  
Lived Experience ◽  
Student Life ◽  
Phone Interview ◽  
Mixed Methods Approach ◽  
New Graduates ◽  
Demographic Questionnaire ◽  
Recent Graduates ◽  
Professional Workplace ◽  
Insight Into

Graduating from university is one of life’s greatest milestones. Students expect their stress to subside upon graduation; however, the transition from student life to career track entails a new set of stressful circumstances, including how to dress professionally. Using a mixed methods approach, this study examined how recent graduates prepare their clothing for the professional workplace. Participants included 15 recent, professionally employed, postsecondary female graduates who completed a demographic questionnaire, a modified version of a standardized anxiety scale, and a phone interview. In order to determine best wardrobe practices, research included interviews with 5 fashion advisors. Although results revealed recent graduates did not experience any quantitatively significant anxiety, interview responses demonstrated both concern and uncertainty. This research provides insight into the lived experience of recent female graduates. Findings may be used to assist retailers, create guides, and develop workshops for new graduates entering the professional realm.

On Beginning to Become Dietitians

2014 ◽  
Vol 2 (1) ◽  
pp. 8
Author(s):  
Debbie MacLellan ◽  
Jacqui Gingras ◽  
Daphne Lordly ◽  
Jennifer Brady
Keyword(s):  
Identity Formation ◽  
Professional Socialization ◽  
Early Years ◽  
Formation Processes ◽  
Socialization Process ◽  
Complex Process ◽  
The Future

This paper explores beginning dietetic practitioners’ perspectives on the process of becoming dietetics professionals through the use of vignettes to illuminate the complex process of professional socialization.  Embedded in these vignettes are three themes related to the socialization process that occurs in the early years of dietetic practice: congruence, resilience, and relationships.  Our findings indicate that new dietitians struggle to develop their dietitian identity.  They feel unprepared for the relational and practice realities of the workplace and find the transition from dietetic intern to dietitian challenging.  They seek many ways to cope including seeking support from others and planning for the future but some consider leaving the profession.  It is important to understand the professional socialization and identity formation processes that occur during the early years of practice to ensure that dietitians feel prepared and supported as they begin their careers.

Biographic Characteristics and Factors Perceived as Affecting Female and Male Careers in Academic Surgery: The Tenured Gender Battle to Make It to the Top

2016 ◽  
Vol 57 (3-4) ◽  
pp. 139-154 ◽  
Author(s):  
Laura Schwarz ◽  
Sonia Sippel ◽  
Andrew Entwistle ◽  
Anna Kathrin Hell ◽  
Sarah Koenig
Keyword(s):  
Career Guidance ◽  
Work Satisfaction ◽  
Attrition Rate ◽  
Cross Sectional Survey ◽  
Online Questionnaire ◽  
Cross Sectional ◽  
Professional Career ◽  
Academic Surgery ◽  
Female Surgeons ◽  
High Degree

Purpose: Given the high attrition rate in the field of academic surgery, we aimed to characterise the professional and personal situations of female and male academic surgeons as well as to gather data on their respective perceptions of career advancement and work satisfaction. Methods: We conducted a cross-sectional survey in Germany, inviting all identifiable academically highly qualified female surgeons and their male counterparts in a 1:2 ratio to participate. An anonymous 103-item online questionnaire was designed and the data collected between July and September 2014. Results: The questionnaire was sent to 93 female and 200 male surgeons, of whom 63 women (67.7%) and 70 men (35.0%) replied. The average age was 47.5 and 47.1 years, respectively. Respondents identified ‘high degree of expertise', ‘ambition', and ‘clarity of one's professional aims' as important factors affecting professional career development. Both groups felt ‘workload', ‘working hours/shifts', and ‘gender' to be a hindrance, the latter of significantly greater importance to female surgeons. The mean work satisfaction scores were high in both female (69.5%) and male (75.7%) surgeons. The predictors ‘support from superiors' (standardised β coefficient = 0.41) and ‘manual aptitude' (β = 0.41) contributed incrementally to the variance in ‘high degree of work satisfaction' (90-100%) observed for female surgeons. However, childcare provided by ‘kindergarten/crèche/after-school care' had the greatest negative predictive value (β = -1.33). Conclusions: Although there are many parallels, female faculty members experience the culture of academic surgery to some extent differently from their male counterparts, especially when impacted by parenthood and childcare. Faculty development programmes need to develop strategies to improve perceived equality in career opportunities by respecting individuals' requirements as well as offering gender-appropriate career guidance.

scholarly journals The Professional Socialization of the Graduate Assistant Athletic Trainer

2015 ◽  
Vol 50 (5) ◽  
pp. 532-541 ◽  
Author(s):  
Stephanie M. Mazerolle ◽  
Christianne M. Eason ◽  
Stephanie Clines ◽  
William A. Pitney
Keyword(s):  
Training Program ◽  
Athletic Training ◽  
Professional Socialization ◽  
Athletic Trainer ◽  
Graduate Assistant ◽  
Socialization Process ◽  
Data Saturation ◽  
Academic Tracks ◽  
Orientation Session ◽  
Board Of Certification

Context The graduate assistant athletic trainer (AT) position often serves as one's first experience working independently as an AT and is also an important aspect of the professional socialization process. The socialization experiences of graduate assistant ATs have yet to be fully explored. Objective To understand the socialization process for graduate assistant ATs during their graduate experience. Design Qualitative study. Setting We conducted phone interviews with all participants. Patients or Other Participants A total of 25 graduate assistant ATs (20 women, 5 men) studying in 1 of 3 academic tracks: (1) accredited postprofessional athletic training program (n = 8), (2) postprofessional athletic training program (n = 11), or (3) a nonathletic training degree program (n = 6). The average age was 25 ± 5 years, and the median age was 24 years. Participants were certified by the Board of Certification for an average of 2 ± 0.4 years. Data Collection and Analysis We analyzed the data using a general inductive approach. Peer review, field notes, and intercoder reliability established trustworthiness. Data saturation guided participant recruitment. Results The ability to gain clinical independence as a practitioner was an important socialization process. Having the chance to develop a relationship with a mentor, who provided support, guidance, and more of a hierarchical relationship, was an important socializing agent for the graduate assistant AT. Participants used the orientation session as a means to understand the expectations and role of the graduate-assistant position. Academic coursework was a way to achieve better inductance into the role via the opportunity to apply classroom skills during their clinical practice. Conclusions Socializing the graduate assistant blends formal and informal processes. Transition to practice is a critical aspect of the profession; thus, supporting autonomous practice with directed mentoring can promote professional maturity.

scholarly journals Student perceptions and experiences of charity on social media: the authenticity of offline networks in online giving

2020 ◽  
Vol 11 (1) ◽  
pp. 41-57
Author(s):  
Jon Dean
Keyword(s):  
Social Media ◽  
Young People ◽  
Focus Groups ◽  
Student Perceptions ◽  
Digital Technologies ◽  
New Graduates ◽  
Recent Graduates ◽  
Potential Benefits ◽  
Global Connectivity ◽  
The Right

Recent reports have cautioned that charities are behind the curve in taking advantage of the potential benefits of digital technologies and social media, a problem that particularly affects their engagement with young people. This article assesses the data from a series of focus groups, including a participatory digital element, with students and recent graduates (aged 18‐25), examining participants’ current engagement with charity online. The focus groups show that while the right celebrity or organisational backing helps charity messages cut through, overall it is those causes and requests for donations that come through family and friends that are still the main drivers of young people’s engagement with charity on social media. Supporting findings from similar studies, this shows that, despite the global connectivity digital offers, we should think carefully about what can be expected from the charity‐digital relationship, and the continued importance of existing offline relationships for students and new graduates.

scholarly journals SOSIALISASI PROFESI DAN SIKAP CARING PADA MAHASISWA DI FAKULTAS ILMU KEPERAWATAN

2015 ◽  
Vol 1 (01) ◽  
Author(s):  
Ayu Astari ◽  
Grace Solely Houghty ◽  
Renova Oktarini Br. Sibuea
Keyword(s):  
Nursing Education ◽  
Nursing Students ◽  
Professional Socialization ◽  
Sampling Technique ◽  
Education Institution ◽  
P Value ◽  
Socialization Process ◽  
Chi Square ◽  
Cross Sectional ◽  
Cross Sectional Design

ABSTRAK Pendahuluan: Sikap caring adalah salah satu identitas profesi keperawatan yang berusaha ditanamkan oleh institusi pendidikan keperawatan melalui proses sosialisasi profesi. Namun, pada kenyataannya ditemukan sikap mahasiswa yang tidak menunjukkan sikap caring. Tujuan penelitian ini adalah untuk mencari tahu ada atau tidaknya hubungan antara sosialisasi profesi dengan sikap caring mahasiswa. Landasan teori yang dipakai adalah model sosialisasi profesi Hinshaw dan Theory of Caring Swanson. Metode: Metode penelitian yang digunakan adalah metode kuantitatif, menggunakan pendekatan cross sectional. Populasi penelitian ini adalah 45 mahasiswa angkatan 2011 Fakultas Ilmu Keperawatan Universitas x. Sample diambil menggunakan teknik total sampling. Data diolah dan dianalisis menggunakan chi-square. Hasil: Hasil yang diperoleh dari penelitian menunjukan nilai signifikansi hubungan sosialisasi profesi dengan sikap caring sebesar 0,019. Uji korelasi sosialisasi profesi dengan setiap kategori caring Swanson menunjukkan hubungan dua sub variabel caring yaitu “knowing” (p value = 0,001) dan “being with” (p value = 0,04) sebagai dua komponen yang sangat dipengaruhi oleh proses sosialisasi profesi. Hasil penelitian menunjukkan adanya hubungan yang signifikan antara sosialisasi profesi dengan sikap caring mahasiswa. Diskusi: Penelitian ini merekomendasikan agar penelitian selanjutnya dapat mengobservasi perilaku caring mahasiswa sehingga hasil yang didapatkan lebih akurat. Kata Kunci : Sosialisasi Profesi, Sikap Caring, Pendidikan Keperawatan  ABSTRACT Introduction : Caring attitude is one of the professional identity that is tried to be internalized by the nursing education institution through professional socialization process. The process begin since the students entering the faculty and improving as the time goes by. However, in reality, there are students who do not show caring attitude. The aim of this study was to find out if there is a correlation between professional socialization and caring attitude. Theoretical basis used is a model professional socialization Hinshaw and Swanson’s Caring theory. Method: The study used quantitative method with cross-sectional design. The population was 45 batch 2011 nursing students of Faculty of Nursing, University of x, using total sampling technique. The data analyzed using chi-square. Result: The significancy result of the correlation test between professional socialization and caring attitude is 0,019. The study also found that two sub variables of caring that are correlated with professional socialization are “knowing” (p value= 0,001) and “being with” (p value = 0,04). The results of this study indicate that there is significant relationship between professional socialization and sudent’s caring attitude. Discussion: This research recommends that further research can observe nursing student’s caring behavior in order to obtain more accurate results. Keyword: Professional Socialization, Caring attitude, Nursing Education  Full printable version: PDF

scholarly journals Interprofessional practices through fresh eyes: a qualitative analysis of medical students’ early workplace experiences

2019 ◽  
Author(s):  
Kathleen Leedham-Green ◽  
Alec Knight ◽  
Rick Iedema
Keyword(s):  
Quality Improvement ◽  
Medical Students ◽  
Lived Experience ◽  
Raw Material ◽  
Team Members ◽  
Workplace Experiences ◽  
Preparedness For Practice ◽  
Academic Faculty ◽  
Clinical Workplace ◽  
Staff Wellbeing

Abstract Background: Professional identities are influenced by experiences in the clinical workplace including socialisation processes that may be hidden from academic faculty and potentially divergent from formal curricula. With the current educational emphasis on complexity, preparedness for practice, patient safety and team-working it is necessary to evaluate and respond to what students are learning about interprofessional practices during their clinical placements.Methods: 394 second year medical students at a London medical school were invited to submit a short formative essay as part of their coursework describing, evaluating and reflecting on their experiences of how healthcare professionals work together. Their experiences were derived from having spent one day each week throughout the academic year in primary care and one in secondary care. We consented 311 participants and used a Consensual Qualitative Research (CQR) approach to analyse these essays, creating a ‘students-eye view’ of interprofessional practices in the workplace.Results: We identified four overarching themes in students’ essays: - Theme 1: analyses of contextual factors driving team tensions including staff shortages, shifting teams, and infrastructural issues;- Theme 2: observations of hierarchical and paternalistic attitudes and behaviours; - Theme 3: respect for team members’ ability to manage and mitigate tensions and attitudes; and - Theme 4: take-forward learning including enthusiasm for quality improvement and system change.Conclusions: Students are being socialised into a complex, hierarchical, pressurised clinical workplace and experience wide variations in interprofessional behaviours and practices. They articulate a need to find constructive ways forward in the interests of staff wellbeing and patient care. We present educational recommendations including providing safe reflective spaces, using students’ lived experience as raw material for systems thinking and quality improvement, and closing the feedback loop with placement sites on behalf of students.

scholarly journals "Finis Origine Pendet” – Enhancing Later Learning and Professional Socialization Through an Introductory DPT Course

2005 ◽  
Author(s):  
Kyle Meyer ◽  
Patricia Hageman ◽  
Robert Fuchs ◽  
Amy Tyler ◽  
Gregory Karst
Keyword(s):  
Physical Therapy ◽  
Qualitative Data ◽  
Clinical Decision Making ◽  
Professional Socialization ◽  
Clinical Decision ◽  
First Year ◽  
Socialization Process ◽  
Patient Centered ◽  
First Year Students ◽  
Early Introduction

Background and Purpose: In developing a new Doctor of Physical Therapy (DPT) curriculum, the faculty at a mid-west academic health sciences center decided to introduce course content historically placed near the end of the program’s Master of Physical Therapy curriculum at the beginning of the DPT curriculum. The new DPT curriculum was constructed to promote the value of three central themes; 1) evidence-based practice and 2) patient-centered care, both of which contribute to 3) sound clinical decision making. Faculty theorized that by explicitly expressing these themes in a first semester, introductory course, students would acquire a much needed framework for categorizing and integrating future knowledge, and would begin the professional socialization process earlier in the curriculum. The purpose of this report is to describe the new course and provide quantitative and qualitative data regarding the course outcomes.Methods: Quantitative data were gathered via a survey administered to 75 students, 37 who had completed all three years of the program and 38 who had completed the second year of the program. In addition, qualitative data were gathered from first year student essays summarizing the course and describing its influence on their perceptions of the field. Results: More than 80% of second and third year students agreed or strongly agreed that the course had met all of the primary objectives outlined by the faculty. Essays from first year students also supported many of the purposes envisioned in the development of the course. Conclusion: These outcomes suggest students can value and comprehend more advanced content early in allied health curricula and that the early introduction of such content may aid in organizing subsequent learning and professional socialization.

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