...Socialisation process in Nursing The process by which we acquire the culture of the society into which we are born- the process by which we acquire our social characteristics and learn the ways of thought and behaviour considered appropriate in our society is called socialisation. (Bilton, 1987) Socialization is a lifelong process that begins with learning the norms and roles of the family and subculture, and making self-concept. Norm – specific guideline for actions – a rule that says how people should behave in certain circumstances (Duffy, 2013) As individuals grow older and join new groups and assume new roles, they learn new norms and redefine their self-concept (Brinkerhoff et al, 2007) From the psychological and sociological perspective, the concept of socialization has been defined as a state in which an individual is accommodated within a particular cultural group (Ryynänen, 2001). According to Davis (1968), professional socialization of student nurses was introduced in the literature as early as 1958 (Tradewell, 1996). Professional socialization is a critical aspect of nursing students' development, which begins with entry into the nursing program and continues with entry into the workforce (Chitty, 2005) There is many definitions of the socialisation process in nursing however they all mainly say that it is the development of a professional identity through the acquisition of knowledge, skills, attitudes, beliefs, values, norms, and ethical standards in order to...
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...ed based A Qualitative Study of Nursing Student Experiences of Clinical Practice Farkhondeh Sharif1 & Sara Masoumi2 1Psychiatric Nursing Department, Fatemeh (P.B.U.H) College of Nursing & Midwifery Shiraz University of Medical Sciences, Zand BlvD, Shiraz, Iran 2English Department, Shiraz University, Shiraz, Iran Published 9 November 2005 [pic] Abstract Background Nursing student's experiences of their clinical practice provide greater insight to develop an effective clinical teaching strategy in nursing education. The main objective of this study was to investigate student nurses' experience about their clinical practice. Methods Focus groups were used to obtain students' opinion and experiences about their clinical practice. 90 baccalaureate nursing students at Shiraz University of Medical Sciences (Faculty of Nursing and Midwifery) were selected randomly from two hundred students and were arranged in 9 groups of ten students. To analyze the data the method used to code and categories focus group data were adapted from approaches to qualitative data analysis. Results Four themes emerged from the focus group data. From the students' point of view," initial clinical anxiety", "theory-practice gap"," clinical supervision", professional role", were considered as important factors in clinical experience. Conclusion The result of this study showed that nursing students were not satisfied with the clinical component of their education. They experienced anxiety...
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...Advanced search Home Articles Authors Reviewers About this journal My BMC Nursing [pic] Top Abstract Background Methods Results Discussion Conclusion Competing interests Authors' contributions Acknowledgements References Pre-publication history [pic][pic] < dl class="google-ad noscript"> Advertisement < /dl> BMC Nursing Volume 4 Viewing options Abstract Full text PDF (253KB) Associated material PubMed record About this article Readers' comments Pre-publication history Related literature Cited by on Google blog search Other articles by authors on Google Scholar Sharif F Masoumi S on PubMed Sharif F Masoumi S Related articles/pages on Google on Google Scholar on PubMed Tools Download references Download XML Email to a friend Order reprints Post a comment Share this article More options... Citeulike Connotea Del.icio.us Email Facebook Google+ Mendeley Twitter [pic][pic]Research article A qualitative study of nursing student experiences of clinical practice Farkhondeh Sharif1* and Sara Masoumi2 * Corresponding author: Farkhondeh Sharif shariffarkhondeh@hotmail.com Author Affiliations 1 Psychiatric Nursing Department, Fatemeh (P.B.U.H) College of Nursing and Midwifery Shiraz University of Medical Sciences, Zand BlvD, Shiraz, Iran 2 English Department, Shiraz University, Shiraz, Iran For all author emails, please log on. BMC Nursing 2005, 4:6 doi:10.1186/1472-6955-4-6 The...
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...1. INTRODUCTION The Quality Improvement Network was established by the RCN’s Quality Improvement Programme in 1989 to contribute to the quality of patient care through the sharing of knowledge, skills and information on quality improvement, patient safety, clinical governance and leadership. The safe transfer of care is a vital component of the quality of care and safe practice (Pothier, et al., 2005). When the process of transfer of care is inadequately undertaken risks to the patient are increased and may subsequently lead to harm (BMA, 2005; Joint Commission, 2007). The Network organised a series of patient safety road shows which were specifically designed to build consensus and concentrate activities on the key topic of transfer of care, to facilitate networking between members of the Network’s regional groups and a range of colleagues working across all care sectors, and to identify the actions required to improve the patients’ experience of transfer of care across all health and social settings. 1.1 Literature Review “A good…handover process is a crucial part of providing quality…care…The conservation of patient data during the handover process is vital to ensure good continuity of care and safe practice. Any errors or omissions made during the handover process may have dangerous consequences…” (Pothier, et al., 2005) Delays in transferring or discharging patients can result in a range of problems for both patients and organisations (Bryan, et al., 2005)...
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...Explain what is meant by the ‘correspondence principle’ The correspondence principle is all the lessons that are taught to you in school but they are not directly taught. For example, simply through every day workings of the school, pupils become accustomed to accepting hierarchy and competition. Suggest three criticisms that other sociologists may make of the functionalist view of the education system? Functionalists see education as a process that instils the shared values of society as a while, but Marxists argue that education in capitalist society only transmits the ideology of a minority, the ruling class. The interactionist Dennis Wrong argues that functionalists have an ‘over-socialised view’ of people as mere puppets of society. Functionalists wrongly imply that pupils passively accept all they are taught and never reject the schools values. Unlike Davis and Moore, the New Right argue that the state education system fails to prepare young people adequately for work. This is because state control of education discourages efficiency, competition and choice. Outline some of the ways in which government educational policies may have affected social class differences in educational achievement? Marketisation brought in a change in selection policies, it brought in a funding formula that gives the school the same amount of funds for each pupil, also exam league tables that rank each school according to its exam performance and make no allowance for the level...
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...The role of senior nurses is dynamic and multifaceted. Nurse leaders in practice settings have unique opportunities to influence and even create the environment in which professional nursing practice can flourish. Marriner-Tomey (1993) suggested that, in this highly influential role, nurse leaders have a major responsibility to change behaviour to provide an environment that supports the preparation of competent and expert practitioners. It is part of nurse leaders’ role to serve as a model in providing effective socialisation experiences that impart the appropriate values, beliefs, behaviours and skills to staff. In the nursing profession, a nurse manager's personal style of leadership impacts multiple aspects of a healthcare facility's operations and can have far-reaching implications. This piece will define and discuss several different styles of nursing leadership. First and foremost, the autocratic style of leadership typically involves a leader or nurse manager who makes all pertinent decisions, gives specific orders, and issues directives to subordinate employees who must obey under watchful supervision. Sorensen et al (2008) advocate autocratic leaders strongly discourage workers from questioning the validity of any directives. Constable and Russell (1986) showed that the autocratic style of leadership is appropriate for workplaces such as jails, prisons, the military, and highly structured settings with routinized operations because, in these places, the lives of masses...
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...Nurse Education in Practice (2008) 8, 103–111 Nurse Education in Practice www.elsevierhealth.com/journals/nepr Belongingness: A prerequisite for nursing students’ clinical learning Tracy Levett-Jones a a,* , Judith Lathlean b,1 School of Nursing and Midwifery, The University of Newcastle, Callaghan, NSW 2308, Australia School of Nursing and Midwifery, The University of Southampton, Nightingale Building (67), University Road, Highfield, Southampton SO17 1BJ, United Kingdom b Accepted 4 April 2007 KEYWORDS Belongingness; Nursing student; Learning; Clinical placement Introduction Summary The concept of belongingness has intuitive appeal. Human beings are social creatures; the need to belong and be accepted is fundamental, and social exclusion can be devastating. This paper reports on the selected findings from the qualitative phase of mixed-methods study that explored nursing students’ experience of belongingness while on clinical placements. The 18 interview participants in this study were from Australia and the United Kingdom. They provided a range of perspectives on belongingness and how it influenced their placement experience. Central to this discussion was their strong belief that belonging is a prerequisite for clinical learning. This theme dominated all of the interviews. Given that the primary purpose of clinical placements is for students to learn to nurse, there needs to be a clear understanding of the relationship between belongingness...
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...Unit 2 – Equality, Diversity and Rights within Health and Social Care P4 For this task, I am going to explain how two national initiatives promote anti-discriminatory practice. Sex discrimination act 1975 This act applies for both men and women. It promotes that both men and women should be treated equally. For example, in transport, education, jobs etc. It promotes anti-discriminatory practice by making sure those men and women are treated equally, if this act applies didn’t exist, men and women may be deprived of certain choices. This act includes any discrimination against homosexual marriages or civil partnerships, any discrimination against pregnant women and maternity leave, also about equal pay for both men and women. Disability discrimination act 2005 This act applies to anyone that has some sort of disability. This act is in place to protect disabled people against discrimination both in employment and when using a service or facility. For example, anyone with a disability should have the same opportunities in work or learning places such as school, colleges or universities. In other places such as shops and banks, and to also make sure that they are treated fairly when they go somewhere to eat or drink, such as restaurants or pubs. Public transport services have to make sure trains; buses, etc. are accessible and have the right facilities for anyone with a disability. “The government has implemented the legislation in three phases. Phase 1 in 1996 made it...
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...Running head: MENTORING IN NURSING: A CONCEPT ANALYSIS Mentoring In Nursing: A Concept Analysis Leslie R. Dick The University of North Carolina at Charlotte Introduction Mentoring can be dated as far back as the Ancient Greeks. Young athletes were trained by their more experienced superiors. Homer is most famous for our initial understanding a mentor when he tells of Odysseus leaving his infant son with a companion, Mentor, when he left on his Odyssey (Gentry, Weber, & Sadri, 2008). Mentoring is a relationship between two people which lasts over an extended period of time. One of the people, the mentor, is more experienced and considered senior to the mentee and is trusted by the mentee. The mentee is less experienced, although not necessarily younger, than the mentor. Mentors can play an important role in our lives. They share knowledge, experience, and wisdom, and they critique us and give honest feedback. Positive, competent mentors develop relationships with their mentees and are focused on their growth. They are also generous and professional in their collaborations. The benefits of mentoring relationships include increased self-confidence and retention, strengthened professional relationships and increased skill levels. These consequences of mentoring improve the health environment for all. Through this concept analysis, I hope to show the attributes associated with mentoring as well as provide related terms that will provide a further understanding...
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...Introduction: Anti-discrimination law refers to the law on the right of people to be treated equally. Making sure your clients are treated with the specific care that they need. Clients care should be treated the same as everyone else and no different but some clients may need more care than other clients. For example, their religion, disability, whether they are deaf or blind. The care setting I am going to be focusing on is a care home. In my care home we should promote anti discriminatory practice by having certain principles. These include the following ethical principles; justice, autonomy, beneficence and non-maleficence. Justice means people must be treated fairly no matter what their background is. Autonomy means you must always respect people’s choices. Beneficence refers to the risks and costs involved and ensures that the health carer always acts in the way that benefits the patient. Non-maleficence means that all side effects caused by treatment should never outweigh the benefits of the treatment that has been given to the client. It is vital in health and social care settings that the individual is put at the heart of the service provision. In order to do this our care home will always provide support to our clients in their beliefs, culture and preferences. We will support them in expressing their needs and preferences, empower them and promote their rights and choices. The individual’s well-being is our priority. An example of providing support for an individual’s...
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...history of Bipolar Affective Disorder and previous suicide attempts, resulting to numerous psychiatric admissions. She was on lithium for approximately 18 years, which now resulted for her thyroid to become toxic and her kidneys to completely stop functioning. She has been recently diagnosed of End Stage Renal Failure (ESRF). This recent diagnosis has left her more anxious and depressed. As her family and the Community Mental Health Team (CMHT) from the POA unit had worrying concerns regarding her increasing inability to cope at home and recent suicide attempt, they have decided to refer her to Golden Living Centre (GLC) for respite. GLC is a nursing home where I did my 8-week specialist placement. The CMHT from the POA unit visits Serena on a weekly basis ensuring continuity of care. The community mental health nurse (CMHN) comes in to the nursing...
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...professions (Gopee, 2011) as too have the requirements for mentors within the health profession. The current definition from the Nursing and Midwifery Council (NMC, 2008a) states that “A mentor is a registrant who has met the outcomes (of a mentor preparation course) and who facilitates learning, supervises and assesses students in a practice setting” (NMC, 2008a). The role of a clinical nurse mentor is described as someone who supervises, teaches and assesses student nurses in a practice setting (Jokelainen et al, 2011, Ousey, 2009), although the role is more complex in that a clinical nurse mentor needs to process the ability to select and support learning opportunities, they have a responsibility to manage diversity and equality, be accountable and ensure standards are maintained (NMC, 2008a). This is supported by Jokelainen et al (2011) who describes mentoring as being complex due to contextual, collegial, pedagogical and clinical teaching. Student nurses are supernumerary in the practice placement, meaning they are there as learners even though they must make an active contribution to the work of the practice area (RCN, 2007). Their active contribution is additionally supported by Morgan (2002) who emphasises that students may feel surplus to requirements through their supernumerary status. Standards relating to mentoring nursing students are set by the Nursing and Midwifery Council (2008a). They include; establishing effective working relationship through placement orientation...
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...Paranoid schizophrenia, what must the nurse assess? How do they go about assessing? Upon assessing, how will the nurse manage the outcomes of the assessment? These important questions are what this paper will resolve. Through review of recent literature into the assessment and management of individuals affected by paranoid schizophrenia, this paper will discuss in detail how the nurse goes about assessing the patient, why assessment is vital, common outcomes of the assessment and finally go into detail on how the nurse manages a patient with paranoid schizophrenia. Stein-Parbury (2009) discuss the importance of providing an environment without distractions for an assessment to occur in, as this enhances the ability of both the patient and nurse to listen and understand. This can assist with patients with paranoid schizophrenia, experiencing perceptual disturbances or delusions. It is also important to provide a space that is private, thus giving the patient a sense of safety in disclosing personal information. Snyderman and Rovner (2009) highlight the importance of using a Mental State Examination (MSE), to assess the patients’ mental state and to aid in diagnosing a patients’ mental illness through identifying a range of sections including thought form, content and mood. It also enables the treating team to formulate a plan individualised to the patients needs. The following areas should be assessed in a mental state examination (MSE). Appearance including the physical characteristics...
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...more dominant role for married women. The rise of industrialisation in the 19th century was said to have led to the separation of paid work from the home meaning women were gradually excluded from workplace and confined to the home with responsibility for housework and childcare while men became the breadwinners. Parsons claimed that this socially constructed the housewife role and that is wasn’t a ‘natural’ role brought upon by the economic dependence on men. Oakley views that although there was an increase in the number of married women working in the 20th century, it hasn’t changed the fact that the housewife role is still women’s primary role and that women who do work are employed in low paid jobs that link to the housewife role e.g. nursing etc. Today, three quarters of married or cohabiting women in the u are economically active, compared with fewer than half in 1971. Willmott and Young on the other hand, agree with the...
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...P3; explain possible influences on dietary intake. M2; assess how influences on dietary intake may affect the nutritional health of individuals There are many different factors that can influence diet. Potential influences can be grouped together into the following categories: Health factors: lactose intolerance, not having ability to feed independently Dietary habits: influences, e.g. meal patterns, snacking, personal tastes, food availability Lifestyle: influences, e.g. eating at home, social eating and drinking, exercise/activity levels, Economic: influences, e.g. cost of food, e.g. seasonal variation Socio-cultural: influences, e.g. beliefs, socialisation, food rituals, role of food in families and communities Education: health education, food hygiene Social policy: Every Child Matters Health factors There are some factors in someone’s health that may influence on dietary intake, for example diabetes. This is because Diabetes effects a person’s diet as the body can’t use sugar and carbohydrates as well as it should as the pancreas can’t produce enough insulin to break the sugars down to turn into a source of energy. if you have diabetes, you need to know how foods affect your blood sugar levels. It's not only the type of food you eat but also how much you eat and the combinations of food types you eat. There are many more reasons as to why health factors could affect your dietary intake, for example when someone is suffering from physical or mental problems,...
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