Home  About us  Contact
 

Professional Socialization (professional + socialization)

Distribution by Scientific Domains
Medical Sciences57%
Humanities and Social Sciences42%

Selected Abstracts

Professional socialization: The key to survival as a newly qualified nurse

INTERNATIONAL JOURNAL OF NURSING PRACTICE, Issue 2 2007
Higher DiplomaArticle first published online: 29 MAR 200, MSc (Nursing), Mary Mooney RGN
The impact and prevalence of professional socialization in nursing has been written about extensively. Despite the many positive developments that have taken place in nursing within the past decade, the role of professional socialization remains heavily weighted and is of particular significance to those nurses who are newly qualified. The account given by newly registered nurses in this study demonstrates that their ability and willingness to become professionally socialized determines their ease of survival at clinical level. Twelve newly qualified Irish nurses, from two separate cohorts, were interviewed to ascertain their perceptions of becoming newly qualified nurses. A grounded theory approach was used and data were analysed using thematic analysis. A category that emerged was linked very strongly with professional socialization. The respondents did not refer to professional socialization per se, but through the coding process this emerged as the linchpin of the discussion. [source]

The Church of Faith and Freedom: African,American Baptists and Social Action

JOURNAL FOR THE SCIENTIFIC STUDY OF RELIGION, Issue 1 2003
Shayne Lee
Clergy have an undeniable ability to shape the political beliefs and attitudes of their congregations and thus revealing how the framing activities of clergy affect behavior and influence mobilization is vital for political sociology. This ethnographic work delineates how, in 1972, the Second Baptist Church of Evanston's new pastor initiated a rapid change from social conservatism to become one of the most politically and socially active African,American Baptist churches in the Midwest. Second Baptist's radical change confirms the power of religious elites in shaping politics in spiritual institutions, and also demonstrates the vital impact of professional socialization on the theological and political orientations of clergy. [source]

Medical error: a discussion of the medical construction of error and suggestions for reforms of medical education to decrease error

MEDICAL EDUCATION, Issue 9 2001
Helen Lester
Introduction There is a growing public perception that serious medical error is commonplace and largely tolerated by the medical profession. The Government and medical establishment's response to this perceived epidemic of error has included tighter controls over practising doctors and individual stick-and-carrot reforms of medical practice. Discussion This paper critically reviews the literature on medical error, professional socialization and medical student education, and suggests that common themes such as uncertainty, necessary fallibility, exclusivity of professional judgement and extensive use of medical networks find their genesis, in part, in aspects of medical education and socialization into medicine. The nature and comparative failure of recent reforms of medical practice and the tension between the individualistic nature of the reforms and the collegiate nature of the medical profession are discussed. Conclusion A more theoretically informed and longitudinal approach to decreasing medical error might be to address the genesis of medical thinking about error through reforms to the aspects of medical education and professional socialization that help to create and perpetuate the existence of avoidable error, and reinforce medical collusion concerning error. Further changes in the curriculum to emphasize team working, communication skills, evidence-based practice and strategies for managing uncertainty are therefore potentially key components in helping tomorrow's doctors to discuss, cope with and commit fewer medical errors. [source]

Development pathways in learning to be a physiotherapist

PHYSIOTHERAPY RESEARCH INTERNATIONAL, Issue 3 2006
Ingrid Lindquist
Abstract Background and Purpose.,Few studies have examined the experiences of students' professional socialization in physiotherapy. This international longitudinal study aimed to study experiences of situated learning and change in a student cohort during a physiotherapy education programme.,Method.,A phenomenographic design with semi-structured interviews was carried out with a cohort of physiotherapy students from two sites, strategically selected for variation in gender, age, educational background, work experience and academic level. Interviews were carried out after each of the first five semesters in the programme by a team of researchers. Seventy-six interviews explored students' learning experiences. Analysis identified the variation in experiences seen as important to becoming a physiotherapist.,Results.,Distinct perceptions of professional growth and progression are identified in four pathways of development: ,Reflecting on Practice'; ,Communicating with Others'; ,Performing Skills'; and ,Searching Evidence'. These pathways demonstrate qualitative differences in the focus of learning experiences and preferred learning context, and include learning in a context which supports reflection, learning as agreed by others in a context with patients and other professionals, learning physiotherapy skills in a practice context and learning formal knowledge in a context where theory can be linked with practice.,Conclusions.,In a cohort of students professional growth can be seen in a variety of development pathways. Each shows progress of professional growth in the ,what' as changes in experiences and the ,how' as ways of learning from them. In addition, the pattern of pathways in a cohort may change from one semester to another suggesting individuals may adopt different learning pathways throughout their education. Teaching staff are challenged to consider how they recognize a variation in development pathways in their student cohorts and how they purposefully ensure experiences to guide students through different learning pathways in socialization to become a physiotherapist. Copyright © 2006 John Wiley & Sons, Ltd. [source]

"Even if I Don't Know What I'm Doing I Can Make It Look like I Know What I'm Doing": Becoming a Doctor in the 1990s,

CANADIAN REVIEW OF SOCIOLOGY/REVUE CANADIENNE DE SOCIOLOGIE, Issue 3 2001
Brenda L. Beagan
Les processus de socialisation des médecins documentés dans Boys in White et d'autres textes classiques n'ont guère changé, 40 ans plus tard, malgré une population étudiante manifestement plus variée. La plus grande différence se trouve dans la façon dont les étudiants d'aujourdhui intègrent leur identité professionnelle naissante au moi établi avant l'école de médecine. L'identité professionnelle pourrait moins bien correspondre au moi quand les étudiants sont des femmes, plus âgés, de la classe ouvrière, homosexuels ou de groupes minoritaires. Pourtant, ces étudiants pourraient posséder une certaine capacité de résistance à la socialisation professionnelle. The processes of medical professional socialization documented in Boys in White and other classics remain remarkably unchanged 40 years later, despite a markedly more diverse student population. The greatest difference lies in how students today integrate their emerging professional identities with the selves they were before medical school. The professional identity may "fit" less easily when students are women, older, working-class, gay or lesbian, or from visible minority groups. Yet these students may also enjoy a particular ability to resist professional socialization. [source]