Professional socialization

Discuss The Associate Degree in Nursing program at Excelsior College is designed for individuals
with significant clinical health care experience. This means that all students have provided
some aspect of health care for patients. Transitioning to the role of the Professional Nurse
requires development of a new framework in your approach to patient care. The process of
role transition requires you to reflect on what knowledge and skills you bring as a student
and how you transform into the role of the professional nurse. While not all students in the
program are licensed practical nurses similarities exist in the evolution of your current
position to a new role.

Professional Role Socialization

Part 1: Professional socialization
To become a registered nurse, LPN must undergo a process known as professional socialization.
The professional socialization entails two processes, namely a) formal socialization which is a
process that involves educative experiences which teach the LPN on strategic approaches
which include physical assessment, appropriate diagnoses and ways to design care plan as well
as administering of patient education. The other processes are the informal socialization, which
includes social interaction with other healthcare providers, ways to communicate patient
information and to sustain patient-nurse mutual respect and relationship. These processes require
an LPN to have core competencies such as critical thinking process in order to deliver
individualized and patient centered care (Dinmohammadi, Peyrovi, & Mehrdad, 2013).
Various authors have different perception of professional socialization. Some of the definitions
revolve around the concepts that it a process through which student nurses are inducted into
nursing culture. This entails the acquisition of skills and attitudes that define the patterns as well
as of taking up social roles as expected by the societal structure. Professional socialization is a
learning process that entails acquisition of new traits and abandoning old practices and includes
all the consequences of the nursing program whether intended or unintended. There are major

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themes that emerge from the definitions, which are related to values, standards expected by the
nursing professional bodies. The process of socialization is a critical concept in the nursing
program, which occurs in the institutional level and in healthcare facility contact. In graduates,
professional socialization occurs through training and influence of the work environment. The
work environment can discard some of the professional values obtained through education and
other aspects can be sustained through organization preferences and restrictions (Kramer,
Maguire, Halfer, Brewer, & Schmalenberg, 2011).
The transition process entails role socializations. Role refers to expectations set and defined by
the society in patient care. The set of expectations can be either ethical or unethical. The set of
expectations facilitate the formulation of standards that acts as a checklist used to evaluate
whether society expectations are met. The nursing practice criteria facilitate professional
socialization. The nursing practice involves various stakeholders, including health assistants,
specialist’s nurses, community nurses, and ward managers. The first criteria require that the
nurses must treat every person with humanity and dignity. It is important to show sensitivity and
compassion and to show that they respect the healthcare stakeholders equally (Porter-Wenzlaff
and Froman, 2008).
The other criterion is the issue of accountability and responsibility. This is to ensure that they are
held accountable of their decision and judgment. This ensures that the RN is decisions made are
ethical and meets the professional body’s requirements and law. The other criteria involve
effective communication skills and interpersonal competencies. This involves appropriate
interactions with the people in healthcare, including patients, patients caregiver, and their
families to ensure that they are adequately informed, empowered to make informed choices. The
communication with other healthcare stakeholders involves the recording of health information

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and treatment report. The patient health information is very confidential and sensitive. The RN
criteria are to ensure that they appropriately deal with patients complaints, and that they report
the patients concerns conscientiously. This is only effective if the healthcare staff works in team
to ensure that care is coordinated ensuring that healthcare provided is of highest standard and of
the best outcome (Goodfellow, 2014).
These criteria are very important as they ensure that as LPN is undergoing professional
socialization, they get equipped with vital competencies that will help them identify effective
interventions. Professional socialization includes all other subconscious processes that have been
internalized, the set of expected behavior and standards by professional bodies. Professional
socialization also entails the also taking the established RN goals, and integrating the standards
and roles into practice. It involves embracing ethical norms and values of RN profession and
advocating for them. A successful-registered nurse is one who is committed to match the level of
the established to ensure that patient health is promoted and intervention delivered is effective.
The RN is a counselor and educator. The transition process is to empower the RN and to add
valuable information to attain comprehensive quality care (Dinmohammadi, Peyrovi, &
Mehrdad, 2013).
Part 2 Stages of Role Transition
Professional socialization is a pathway that entails four main stages of role transitions. The
stages are described by challenges and numerous role dynamics that could confuse LPN.
However, LPN’s attitude and personal attributes as well as their commitment to theoretical and
practical nursing lessons enable the student to move across the stages faster or slower. The first
stage occurs when LPN and LVN applies for RN education program (postgraduate program).
The stage is described by many emotions, including excitement for entering a new field and fear

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of the unknown and the unexpected. In most cases, the student nurse is skeptical about the course
program and outline as the student feels that they already know so much in nursing practice,
having practiced for many years. These individuals are very competent because of their vast
experiences and will more likely have an attitude during their first years in the program (Kramer,
Maguire, Halfer, Brewer, & Schmalenberg, 2011).
The second stage occurs later at phase. This phase is described by dissonance feelings, which
are often associated with their learning capacities. The student is required to take assignment
and other nursing practice chores in depth than during their undergraduate program. This often
results to increase in anxiety, especially when the nurse student scores low grades below their
expectations (Dinmohammadi, Peyrovi, & Mehrdad, 2013). In some cases, students become
frustrated as they feel that they cannot succeed beyond this stage. The challenges are also
common during practical where students could face a dilemma when assessing patients from
diverse cultural background and traditional values. This stage is described by high doubts and
insecurity. This is because the grading systems are very different from the previous and the tutors
demand for higher achievements and grades. This could make the student feel incapable of
success and yearn to leave the project halfway. It takes a lot of self-confidence and discipline to
ensure that the student adapts to the systems requirements, and that they can move to the nest
stage (Farrell, Payne, & Heye, 2015).
The third stage consists of self-actualization as the student castoffs previous approaches to
nursing practices and start embracing new behavior. The student nurse at this stage tends to have
better insights of addressing patient needs and often portray her willingness to gain valuable
knowledge in nurse practice. This stage, the student is less frustrated or anxious about their
success or failure, and focuses on the final goal of gaining more knowledge in nursing. The

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fourth and last stage is described by more relaxed. The nurse student adopts the new attitudes
and incorporation of registered nurse skills and competencies in their routine practices. The
student in this stage is more knowledgeable and contented, but still focuses in achieving even
higher achievement in nurse practice through research on the best practices that offer
comprehensive care (Dinmohammadi, Peyrovi, & Mehrdad, 2013).
I am currently at the third stage of the role socialization. This is the most challenging part of the
transition process. Having to let go the previous experiences and way of thinking have not been
easy. However, I finally learnt to adopt new nurse practice knowledge and comprehensive care.
In this stage, I have learnt to be culturally competent and even matters that were thought to be
minor such as patients’ values and preferences. The transition processes have instilled the
importance of evidence-based practice. This includes the process of identifying health care gap,
assessing care plan, designing, implementing, and the reflection of the outcome. These are key
competencies in registered nurses (Melrose, Miller, Gordon, Janzen, 2012).
Part 3: Fourth Stage barriers and resources to overcome the barriers
Many barriers face the transition process. To start with, there could be lack of professionalism
with some of the staff that the students interact. This implies that the students lack role models
that can guide them on the appropriate attire, professional and unprofessional behavior. In some
cases, the students lack a source of support to enhance professionalism. This could make the
students engage in unprofessional behavior. The students face more challenges as they may are
not able to acquire communication skills. The second main barrier is the environment in both at
schools and home environment (Dinmohammadi, Peyrovi, & Mehrdad, 2013). The peers and
personnel in the school and place of practice are very important in establishing a cultural
competent profession. The education through which the students undergo could be efficient and

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well organized. In some cases, the school environment may be the barrier in ensuring that the
student is trained to their full potential. In some organization are only interested in gaining
monetary part and making the students to graduate and to be employed. The students are not
taught on leadership; and how to present themselves in the image of professionalism. This could
also occur during the placing of practicum courses. In most places, the schools are not
responsible of assigning the nurse student in these healthcare facilities. Therefore, the schools are
not assured on the quality of the students experiences being taught in these healthcare facilities.
There are concerns that some of the health care facility environments do not enhance
professionalism of the students (Price, 2009).
The best approach to address the lack of support challenge is by establishing rules and
regulations in the field. This will help the students in gaining people who will mentor them. The
problem can e compounded through peer mentoring as the students and junior-student mentoring
resources. This will adequately relieve the physical and mental demands. This could be in the
form of chat rooms, web conferencing, and other discussion platforms. These are avenues where
nurse students can raise concerns on issues they feel that they are challenging. To sustain
personal goals is important to deliver quality care. The second barrier can be addressed through
establishing of school based vocational programs. This offers a chance for the nurse student to
mingle with key personnel in the healthcare industry, particularly the nurse. The healthcare
facility where the students are stationed must be guided by set nursing practice ethical guidelines
to ensure that nurse students are not bullied, or harassed (Kearney-Nunnery, 2009)
Part 4: differences between LPN and RN
In both professions, care planning is a very critical tool. This is especially very important when
delivering quality care. In LPN roles, care planning involves the identification of the problem;

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identify the healthcare demand of the patient and formulation of implementation plan. The care-
planning stages are also present in RN, but the planning is in depth and of broader context. The
RNs are equipped to enable them apply critical thinking, especially when assessing service users
health complication. The teaching program for RN emphasizes on psychosocial aspects of the
patient’s psychological care. The RN is trained such that he/she is detail oriented all through the
designing and implementation processes. The RN outcome evaluation is reflective and involved
in depth analysis to ensure that the care plan made is in accordance with the criteria of nursing
practice and expectations of nursing practice regulations and the standards (Porter-Wenzlaff and
Froman, 2008)
LPN and RN roles differ in terms of legal responsibilities. Registered nurses receive
comprehensive training on ways to manage long-term care in the healthcare facility. This is
through the training of long-term care both in practice and in training. The RN is adequately
equipped in roles such as managerial tasks, leadership, and in administrative work. This places
the RN at higher place in terms of legal responsibilities because of their thorough education
background and vast experiences. This implies that the RN is assigned duties that require higher
thinking capacity and ability to make ethical decisions and judgment (Melrose, Miller, Gordon,
Janzen, 2012).
Quality care delivery is supported by teamwork by healthcare staff. The teamwork is effective
through importance of communication skills. Communication skills are often introduced in
nursing during LPN training level, and its goal is to help the student interact with the healthcare
stakeholders effectively. However, at LPN level, the training duration is usually less and thus the
subject is not trained extensively. The registered nurses are adequately prepared on the value of
communication, and key competencies in communication skills. This equips the RN with

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essential skills that will enable interaction with service users more effectively. The training
involves undertaking communication courses, psychology training, and sociology units. This is
to equip the RN with core competencies of communication skills such as listening skills, ability
to judge body language, and the ability to decode patient behavioral cues, which are important in
evaluation of healthcare intervention (Melrose, Miller, Gordon, Janzen, 2012).
However, the differences in roles between RN and LPN do not imply that one group is lesser
than the other is. Every person in nursing contributes significantly in provision of quality care.
Therefore, even though there are underlying differences between RN and LPN scope of practice,
all nurses at all levels must be eager and willing to learn more about nursing practice. However,
the nurse undergoing transition must learn the differences in roles between the concepts of the
nurse in order to enable them identify the need to advance their practices. There are five major
boundary’s determinants of nurse practice, which include the nursing process, conceptual
frameworks, theoretical frameworks; nursing codes of ethics in both the international and
national level and the standard of practice (Porter-Wenzlaff and Froman, 2008).
Part 5: Conclusion
The aim of the article was to highlight the process of socialization in nursing. Professional
socialization is defined as the learning process through which the nurse student education, skills,
knowledge, and behaviors are molded to suit the set standards of nursing roles. Through the
professional socialization process, I have identified that nursing practice requires more to the
acquisition of scientific knowledge. I have learnt how to relate to the other nurse students, which
has facilitated the ability to construct personal identities. Additionally, it has also been
established that the socialization process will only occur when I begin to work in the healthcare
facilities, and that the values and attitudes taught in college will be assessed according to the

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extent of my integration in the nursing practices in the organization. The adjustment process will
influence healthcare stability, satisfaction, commitment, and mutual respect as well as the
involvement with healthcare facility activities (Claywell, 2009).
Through the professional socialization process, nurse’s roles at different levels define the student
extent of transition. The way the student nurse integrates in the healthcare system defines their
level of confidence and capability. The aspect of nurse role is very important is nursing practice
as it helps a student nurse develop identity, self-esteem and self-confidence through the
interaction of judgments as well as role models. Through these practices, one is bale to acquire
key components of nursing practice, which include critical thinking, i.e. having the big picture of
the matter. The roles also includes on strategies to seek evidence-based research to provide the
most supported care and to ensure that interventions outcomes are positive (Ares et al., 2014).
The transition process is faced with numerous barriers and challenges as they move from one
level to another including financial difficulties and inability to maintain the balance between
work and education. Other anticipated barriers include the conflicts of ideas that arise as the
nursing student brings in values and believes that are contradictory with healthcare facility
culture. Through this process, I intend to seek mentorship with the relevant staff in my specialty
so that they can guide me in through the transition processes (Porter-Wenzlaff and Froman,
2008). During the mentorship, I intend to change my values and attitudes with the aim of
becoming more versatile such that I can comfortably fit in most of the healthcare organization.
This is important because professionals understand better the attitudes and values that are
important and compatible with the healthcare specialty. This will heighten the nursing core
competencies and improve the ability to improve quality care in my precinct. The process is
important because it facilitates in ensuring that am molded in a professional manner where there

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is no room for mistakes and poor judgments even when under pressure (Melrose, Miller, Gordon,
Janzen, 2012).

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References
Ares, T. (2014). Professional Socialization of Students in Clinical Nurse Specialist Programs.
Journal Of Nursing Education, 53(11), 631-640.
Claywell, L. (2009). LPN to RN Transitions 2nd ed.) Role Transition (Reprinted with permission
from: St. Louis, MO: Elsevier
Dinmohammadi, M., Peyrovi, H., & Mehrdad, N. (2013). Concept Analysis of Professional
Socialization in Nursing. Nurs Forum, 48(1), 26-34.
Farrell, K., Payne, C., & Heye, M. (2015). Integrating Inter-professional Collaboration Skills
into the Advanced Practice Registered Nurse Socialization Process. Journal Of
Professional Nursing, 31(1), 5-10. doi:10.1016/j.profnurs.2014.05.006
Goodfellow, L. (2014). Professional Socialization of Students Enrolled in an Online Doctor of
Philosophy Program in Nursing. Journal Of Nursing Education, 53(10), 595-599.

Kearney-Nunnery, R. (2009) Making the transition from LPN to RN. ; Philidelphia, Davis.

Kramer, M., Maguire, P., Halfer, D., Brewer, B., & Schmalenberg, C. (2011). Impact of
Residency Programs on Professional Socialization of Newly Licensed Registered Nurses.
Western Journal Of Nursing Research, 35(4), 459-496.

Melrose, S., Miller, J., Gordon, K., Janzen, K.J. (2012). Becoming socialized into a new
professional role: LPN to BN Student Nurses Experiences with legitimation. Nursing
research and practice Article ID 946063, 8 pages.
Price, S. (2009). Becoming a nurse: a meta-study of early professional socialization and career

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choice in nursing. Journal Of Advanced Nursing, 65(1), 11-19.

Porter-Wenzlaff, L., Froman, R.(2008) Responding to increasing RN demand: diversity and
retention trends through an accelerated LVN-to-BSN curriculum. Journal of Nursing
Education. 2008;47:231–234.

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