Sebaeng Jeanette M, Coetzee-Prinsloo Isabel M, Heyns Tanya
School of Nursing, Faculty of Health Sciences, University of the Free State, South Africa.
Department of Nursing, Faculty of Health Sciences, University of Pretoria, Pretoria, South Africa.
Heliyon. 2023 Jul 31;9(8):e18611. doi: 10.1016/j.heliyon.2023.e18611. eCollection 2023 Aug.
While working alongside professional nurses, student nurses develop professional identity and learn the professional nursing role, a process known as professional socialisation. Professional nurses should model professional behaviour to be emulated by student nurses. We used a qualitative exploratory design to explore if professional nurses behave in a manner that supports professional socialisation of student nurses in a clinical learning environment. According to our observations, two main categories emerged regarding professional nurses' behaviour. The first category was unprofessional conduct with sub-categories that included disrespect, infringed patient privacy, breached confidentiality, inappropriate dress code and lack of punctuality. The second category was ward disorganisation which was related to delegating duties and structured orientation programmes for student nurses. In this study, professional nurses did not behave in a manner consistent with professional socialisation in the clinical learning environment. Student nurses may struggle to develop professional identity, leading to reduced confidence and poor patient quality care. Student nurses need to be professionally socialised in a clinical learning environment and professional nurses need to be empowered on how to carry out this process.
在与专业护士一起工作时，学生护士形成职业身份并学习专业护理角色，这一过程被称为职业社会化。专业护士应树立可供学生护士效仿的职业行为榜样。我们采用定性探索性设计，以探究专业护士在临床学习环境中的行为方式是否有助于学生护士的职业社会化。根据我们的观察，专业护士的行为主要出现了两大类。第一类是不专业行为，其细分包括不尊重、侵犯患者隐私、违反保密规定、着装规范不当和不准时。第二类是病房管理混乱，这与为学生护士分配职责和制定结构化入职培训计划有关。在本研究中，专业护士在临床学习环境中的行为方式与职业社会化不一致。学生护士可能难以形成职业身份，从而导致信心下降和患者护理质量不佳。学生护士需要在临床学习环境中接受职业社会化，而专业护士需要在如何开展这一过程方面得到赋能。
