Socialising of nursing students into homecare practice in Denmark: a Berger and Luckmann-inspired interview study

In 2016, Denmark's nurse education eliminated diagnoses, age and care settings from the curriculum. How students are trained for homecare is unknown. This article illuminates how students of non-Danish origin were socialised into homecare practice during nurse education in Denmark. Semi-structured interviews with eight students and a theoretical inspired latent thematic analysis of data were conducted. The SRQR checklist was used. The results are presented under three themes: Unprepared students stepped out from university college, Clinical supervisors as instructive and questioned role models, and Patients and relatives acted as co-supervisors. Theoretical highlights on homecare nursing were scarce from students’ perspectives. Clinical supervisors and encounters with patients and relatives in their homes socialised students into professional roles within homecare. The organisation of education in homecare pointed to a clinical, professional socialisation of nursing students in patients’ homes rather than a theoretical socialisation with an inherent formation at university college.

Transition to clinical practice during the COVID-19 pandemic: a qualitative study of young doctors’ experiences in Brazil and Ireland

ObjectivesTo explore and compare the perspectives of junior doctors in Brazil and Ireland regarding transition and professional socialisation during the COVID-19 pandemic, with the purpose of identifying better ways to support doctors as they assume their new professional role.Design27 semistructured interviews. Transcripts were analysed using qualitative thematic analysis. Cruess’ framework of professional socialisation in medicine supported the interpretation of these data.SettingPublic health hospitals across four Brazilian states (Santa Catarina, São Paulo, Ceará, Paraíba) and County Cork in the South of Ireland.ParticipantsTwenty-seven male and female medical junior doctors who had graduated between November 2019 and April 2020.ResultsFourteen Brazilian and 13 Irish junior doctors were interviewed for this study. Entry to clinical practice during the pandemic had a significant impact on factors influencing the professional socialisation of junior doctors. This impact was reflected across the following six thematic areas: lack of preparedness; disrupted trajectory of role adaptation; fewer opportunities for experiential learning; solidarity and isolation; altered interactions with patients; challenges to health and well-being.ConclusionsTransition to clinical practice is an important stage in junior doctors’ professional socialisation and identity formation. The COVID-19 pandemic created the opportunity for medical graduates to enter the workforce earlier than usual. Entering the workforce during this period created a lack of confidence among junior doctors concerning the boundaries of their new role and responsibilities, while simultaneously disrupting their social integration. Priorities to mitigate the impact of COVID-19 and future pandemics on this transition are presented.

Passing On The Baton: Professional Nurses As Role Models in Professional Socialisation of Leaner Nurses in Limpopo Province.

Background: Professional nurses play a significant role in the professional socialisation of learners as learners look up to them as seniors. Learners come into the profession with the values and norms from the different societies where they grew up. These learners do not possess the ethics and skills in the nursing profession and rely on professional nurses to pass these qualities. The objective of the study was to explore the perception of professional nurses regarding their role as role models in the profession. Methods: A qualitative, explorative design was used to collect data from professional nurses. No probability purposive sampling was used to select professional nurses working at sampled hospitals where learners are placed for clinical practice. The selection criteria were an experience of three years and above in professional socialisation of learners. Data was collected through a semi structured interview. An interview guide was used to ask the appropriate questions related to the role modelling of professional nurses in the profession. Data was collected until saturation was reached. Tesch’s open coding system was used to analyse data Results: The findings revealed that professional nurses acknowledged their responsibilities role modelling of the profession in professional socialisation of learners. Three main themes that emerged from the study were professional nurses as mentors, professional nurses as teachers and professional nurses as competent practitioners. Professional nurses were aware of their role in transferring the ethical skills and knowledge to learners during clinical placement. However professional nurses also acknowledged that there were incidences where professional nurses behave in a manner that does not promote exemplary role modelling. Conclusion: The professional nurses should uphold the moral ethics of the profession always to teach learners the correct and acceptable behaviour and conduct in the profession. Children learn from adults therefore the learners copy the conducts of the adults in the profession. Through teaching in the clinical areas, professional nurses transfer the skills that they have. Mostly teaching in the clinical areas is informal and observed. Therefore, professional nurses should use teachable moments to transfer skills. Lastly the professional nurse is expected to be a competent practitioner. Learners learn these skills when professional nurses are executing them. The competent practitioner is also confident in practice.

Első generációs oktatók pályaképe és önreflexiói

Összefoglaló. Vizsgálatunk során 11 első generációs oktató életútját és pályaképét tekintjük át, elemezzük az őket ért hátrányokat, a helyzetükből fakadó előnyöket, valamint igyekszünk feltárni az oktatási karrierjük főbb állomásait, továbbtanulásuk motivációit és pályaválasztásuk történetét. Az eredmények szerint az interjúalanyok tapasztalatai diverz mintákat mutatnak, tehát a hátrányok megélése nem általános jelenség, bár a megkérdezettek nagyobb részénél az erre utaló elemek megragadhatók. A hátrányok azokon a tudományterületeken jelentkeznek élesebben, ahol a kulturális tőke felhalmozása a szakmai identitás markánsabb részét képezi, vagy pedig az adott intézmény társadalmi háttere (mind oktatói, mind hallgatói) kedvező. Summary. The aim of this study is to recover the career and life path of 11 first-generation academics. We try to map their disadvantages or advantages – which are embedded in their social circumstances – motives of their further studies and the history of their career choices. The results have shown that their experiences are diverse. The experiencing of handicaps does not work in every case nevertheless these kinds of traces can be found in some forms by most of them. These handicaps seem to be more significant in the field of those disciplines in which cultural capital is rather the parts of the professional identities and professional socialisation or the prestige of the institution is high.

Reshaping the University Curriculum through the Visiting Lectureship

The purpose of the study is to investigate how visiting lectureship is capable to reshape and improve the university curriculum for four different majors such as educational policy, instruction, healthcare, and technology. The research is significant because it addresses some current challenges forming a crisis of higher education such as an instructional challenge, a fiscal challenge, a birth rate-related challenge, and a graduate employment challenge. This study combines exploratory and quasi-experimental research methods, and Baseline Study Survey Questionnaires (BSSQ), Questionnaire to Measure Research Skills (QMRS), The students’ research activeness checklist, Professional Self-development Critical Reflection Scale (PSCRS), along with Self-directed Learning Skills Scale (SLSS) are the research instruments used in this study. The sample used are 184 (169 students and 15 lecturers), and key data are drawn from the assessment of students’ research skills and activeness, professional self-development, self-directed learning and self-education skills, and professional socialisation by students themselves and their teachers before and after the intervention. The stakeholders’ perceptions of visiting lectureship such as students, lecturers, and representatives of the host organisations are studied using the focus group interviews. It is found that visiting lectureship reshapes and improves the university curriculum of four different majors namely: educational policy, instruction, healthcare, and technology. Add to this, visiting lectureship positively influences students’ research activeness, professional self-development, self-directed learning & self-education skills, and professional socialisation, and it is positively perceived by students, lecturers, and representatives of the host organisations. Visiting lectureship also increases lecturers’ motivation to provide a higher quality of instruction. Besides, it benefits the potential employers as these are involved in the educational process at the early stage of the programme in its design and updating, which will result in a more competent and competitive staff for them to hire.