This document discusses the professional socialization and role development of nurses. It defines professionalism and describes Benner's stages of skill acquisition from novice to expert. Nursing education affects socialization by improving identity and clinical skills. Students progress through stages from unilateral dependence to interdependence as they learn. Factors like work conditions and resources also influence professional development. Overall, nursing education and experience are important for socializing nurses and facilitating their role as caring professionals.
2. Presented to: Mam Naveeda Aslam
Presented by: Group 3
Farah Aashiq
Nazia Mansha
Hina Ashraf
Sadaf Sabah
Huma Waheed
Post RN BSN
Semester IV
College of Nursing,
King Edward Medical University, LHR.
3. Objectives:
At the end of this presentation, we will be able to:
Define Professionalism and Socialization to professional nursing.
Describe that how the History affect the socialization of nurses.
Identify Cognitive stage & discuss Social influences on Professional
Socialization and Role Development.
Discuss the Stages of Skill & Knowledge as defined by “Benner” and
identify Factors that Facilitate Professional Role Development.
4. Introduction
Professional socialization involves a process by which a person
acquires the knowledge, skills, and sense of identity that are
characteristic of a profession. The professional nurse is responsible
for practice that incorporates this specialized body of knowledge
and standards of practice with care that demonstrates respect and
caring. “Benner” described the development of professional clinical
practice of nurses. Benner's model identifies the stages of novice,
advanced beginner, competent, proficient and expert.
5. Professionalism
“Professionalization is considered as one of the fundamental and basic
concepts nursing. This phenomenon is a social process through which
any occupation transforms itself into a profession of the highest integrity
and competence. Professionalization facilitates the organization of the
healthcare teams and resources and promotes the use of cooperative
problem solving strategies.”
(Keogh, 1997 pg.302)
8. Socialization
Socialization is the change of
behavior and conceptual state of
the individual that follows from
the environmental condition and
leads to a greater ability of the
person to participate in that social
system (Biddle, 1979).
9. Professional Socialization
According to Cohens;
“Professional socialization is the process of acquiring skills and required
knowledge to achieve a professional role with valued and professional
norms. This occurs through professional educational experience in work
environment”.
10. Professional Socialization
Professional socialization has four goals:-
• To learn the technology of the professional facts, skills, and theory.
• To learn to internalize the professional cultural
• To find a personally and professionally acceptable Version of the
role.
• To integrate this professional role into all the others life roles.
11. Professional Value
• Commitment to public service
• Autonomy
• Commitment to lifelong learning and education.
• A belief in the dignity and worth of each person epitomize the
caring professional nurse.
12. A Historical Review of Socialization of
a Nurse
1- Values and beliefs of Florence Nightingale
Early nursing education, an apprenticeship model or training as it
was called reflected the values and beliefs of Florence nightingale
which emphasized character over skills.
13. Transplanted from Home to Hospital
• The finished products transplanted from home to hospital.
• To the patients she brought the selfless devotion of mother.
• To the doctor she brought the virtue of obedience.
• In addition to service and obedience, training in hospital with an
emphasis on duty ,obligation.
Key values
Loyalty to physician and trustworthiness were key values.
To be a “Gentle women”
The image of nurses was gentle with all virtues and qualities that
defined idealized middle and upper class womanhood.
14. Isabel Hampton Robb’s Echoed the sentiment, as reflected in the following;
• “Above all ,let her remember to do what she is told to do, and no more; the
sooner she learns this lesson, the easier her work will be for her, and the less
likely will she be to fall under severe criticism’’.
• Until the 1950, The shadows of obedience and loyalty to the physicians were
dominant throughout a major portion of 1900s.
• Until the 1950s, hospital was school, workplace, and home combined.
• Separated from her family and community, nurse was supposed to learn craft in
the classrooms and on the ward.
Socialization of woman in 1900s
15. In the 1950s
Loyalty to physician was presented as the nurse’s first duty.
McAllister asserted that
“by the virtue of her profession ,as well as her implied contracts ,
the nurse owes the physician not only efficient care of patients but
also such evidence of loyalty as will strengthen the patient’s
confidence in him”.
16. How Nursing Education Affects the
Socialization of Nurses?
Professional socialization is an educational procedure that takes
place in a social atmosphere in which the apprentice is an
essential element. Professional socialization is a procedure in
which persons perform their desirable roles suitably by obtaining
the focused information, skills, attitudes, ethics, norms, and
interests.
( Bragg, 1976)
17. Affects of Nursing Education on Socialization of
Nurses
Nursing education affects the socialization of
nurses by:
• Improving sense of belonging
• High clinical knowledge
• Recovery rate of patients by applying
evidence based nursing practices
• Honor in society
18. Cont…
• Personality characteristics
• Professional practices
• Training program
• Socialization process
• Professional competences and values
through increasing motivation.
19. Socialization Through Education
• Students new to the nursing profession begin to learn the role
while still in the educational setting.
• Cohen used the theories of cognitive development to create a
model of professional nursing socialization through education.
• The model describes four stages students must experience as
they begin to internalize the roles of a profession.
20. Stage 1; Unilateral Dependence
• In stage 1, the individual places complete reliance on external
controls and searches for the one right answer.
• In essence, the student looks to the instructor for the right
answers and is unlikely to question the authority.
• As the student gains foundational knowledge and skill, there
begins the process of questioning the authority.
21. Stage 2; Negative/Independence
• During this stage, the student begins to pull away from external
controls and is characterized by cognitive rebellion.
• The student begins to think critically and begins to question the
instructor and relies more on his or her own judgments.
22. Stage 3; Dependence/Mutuality
• In this stage, the student begins to apply knowledge to practice and
tests information and facts.
• The student is actively engaged in the learning, thinking through
problems.
• For this stage to emerge, the learning environment must support and
value risk taking.
• The role of the teacher that of coach, mentor, and senior learner to
help the student link theory to practice while in the clinical areas.
23. Stage 4; Interdependence
• It occurs when neither mutuality nor autonomy is dominant.
• Learning from others and gaining the ability to solve problems
independently are evident.
• This is the stage when learner demonstrates reflection in practice
and is responsible for continued learning.
• Professional socialization requires a supportive educational climate
that values autonomy, independent thinking, and authenticity.
• Students become professionals.
24. Stages of Skill & Knowledge defined by
“Benner”
• Banner conceptualized in her writing about nursing skills as
experience is a prerequisite for becoming an expert.
• She described 5 levels of nursing experience as;
1. Novice
2. Beginner
3. Competent
4. Proficient
5. Expert
25. Novice
• A person new to and inexperienced in a job or
situation.
• Beginner with no experience
• Taught general rules to help perform tasks
• Rule-governed behavior is limited and
inflexible
26. Beginner
• A person just starting to learn a skill or take
part in an activity.
• Demonstrates acceptable performance
• Has gained prior experience in actual situations
to recognize recurring meaningful components
• Principles, based on experiences, begin to be
formulated to guide actions
27. Competent
• A person who is efficient and capable and having the
necessary ability, knowledge, or skill to do something
successfully.
• Typically a nurse with 2-3 years experience on the job in
the same area or in similar day-to-day situations
• More aware of long-term goals
• Gains perspective from planning own actions based on
conscious, abstract, and analytical thinking and helps to
achieve greater efficiency and organization.
28. Proficient
• A person having great knowledge and
experience in any profession.
• Perceives and understands situations as whole
parts
• More holistic understanding improves decision-
making
• Learns from experiences what to expect in
certain situations and how to modify plans.
29. Expert
• A person who is very knowledgeable about or skillful
in a particular area.
• No longer relies on principles, rules, or guidelines to
connect situations and determine actions
• Much more background of experience
• Has intuitive grasp of clinical situations
• Performance is now fluid, flexible, and highly-
proficient
30. Factors That Facilitate Professional Role
Development
The factors influence professional role development, such as:
• Working conditions,
• Staffing structures,
• The availability of resources such as curricular materials and
instructional tools,
• Resources for conducting assessments and supplies,
• Policies that affect professional requirements.
31. Summary
Nursing education should be humanistic and caring, with caring
experts as role models who contribute to the socialization of future
generations of nurses and help them become caring experts in nursing
practice. Regarding role development and socialization, it is important
to remember that we learn what we live. Healthcare environments have
also incorporated Benner’s model to facilitate the nurse's professional
practice by assessing the nurse's stage of development. This model is
not limited to the student experience or to that of the new graduate
nurse. Experienced nurses also benefit from experiences designed to
move the nurse toward the stage of expert.
32. References
• Basvanthapa, BT. Nursing Theories (3rd ed). Jaypee Brothers: New Delhi.
pp.313-326.
• Benner, Patricia, and Benner, R. V. The New Nurse's Work Entry: A
Troubled Sponsorship. New York, Tiresias Press, 1979.
• Dinmohammadi, M., Peyrovi, H., & Mehrdad, N. (2013, January). Concept
analysis of professional socialization in nursing. In nursing forum (Vol. 48,
No. 1, pp. 26-34).
• Masters, K. (n.d.). Role Development in Professional Nursing Practice
(Sixth Edition ed.).
• Retrieved from:
https://www.currentnursing.com/nursing_theory/Patricia_Benner_From_No
vice_to_Expert.html.
