Melrose Sherri, Miller Jean, Gordon Kathryn, Janzen Katherine J
Centre for Nursing and Health Studies, Athabasca University, Athabasca, AB, Canada T9S 3A3.
Nurs Res Pract. 2012;2012:946063. doi: 10.1155/2012/946063. Epub 2012 Mar 29.
This paper presents findings from a qualitative descriptive study that explored the professional socialization experiences of Licensed Practical Nurses (LPNs) who attended an online university to earn a Baccalaureate degree in nursing (BN), a prerequisite to writing the Canadian Registered Nurse (RN) qualifying exam. The project was framed from a constructivist worldview and Haas and Shaffir's theory of legitimation. Participants were 27 nurses in a Post-LPN to BN program who came from across Canada to complete required practicums. Data was collected from digital recordings of four focus groups held in different cities. Transcripts were analyzed for themes and confirmed with participants through member checking. Two overarching themes were identified and are presented to explain how these unique adult learners sought to legitimize their emerging identity as Registered Nurses (RNs). First, Post-LPN to BN students need little, if any, further legitimation to affirm their identities as "nurse." Second, practicum interactions with instructors and new clinical experiences are key socializing agents.
本文介绍了一项定性描述性研究的结果，该研究探讨了参加在线大学以获得护理学学士学位（BN）的执业护士（LPN）的职业社会化经历，这是参加加拿大注册护士（RN）资格考试的先决条件。该项目基于建构主义世界观和哈斯与沙菲尔的合法化理论构建。参与者是27名参加LPN后到BN项目的护士，他们来自加拿大各地，完成所需的实习。数据收集自不同城市举行的四个焦点小组的数字录音。对转录本进行主题分析，并通过成员核对与参与者进行确认。确定了两个总体主题，并呈现出来以解释这些独特的成年学习者如何寻求使他们作为注册护士（RN）的新兴身份合法化。首先，LPN后到BN的学生几乎不需要（如果需要的话）进一步的合法化来确认他们作为“护士”的身份。其次，与教师的实习互动和新的临床经验是关键的社会化因素。
