Role socialization of graduating student nurses: Impact of a nursing practicum on professional role conception

Role Socialization of Graduating Student Nurses: Impact of a Nursing Practicum on Professional Role Conception NADINE CYNTHIA

S.

A.

COUDRET,

ROBERTS,

MSN, ANN

EDD,

RN,*

RN,+

JOY

H.

WHITE,

T

0 BECOME student

socialized

0 1994 by W.8.

into the professional

nurses must acquire the critical

A.

role, norms,

L.

FUCHS,

SUHRHEINRICH,

MSN,

This study examined graduating student nurse role conception changes that occurred during a concentrated clinical preceptorial. A Nursing Role Concep tions Questionnaire was administered to nursing students before (n = 44) and immediately after (n = 41) a 4-week Nursing Practicum; to the students’ staff nurse clinical teaching associates (n = 34); and to nursing program faculty (n = 18). Respondent perceptions of ideal nursing behaviors and actual nursing behavtors within three major nursing roles (professional, service, and bureaucratic) were identified and differences between ideal and actual scores (role discrepancy) were calculated. Findings showed that student role orientation in selected areas changed from a faculty role orientation to a staff nurse role orientation over the 4-week period. The Practicum seemed to effectively facilitate role socialization of graduatlng student nurses into the work settlng, easing the necessary transition from education to practice. (Index words: Nursing practicum; Nursing students; Role conception; Role socialization) J Prof Nurs 70:342-349, 1994. Copyright Saundefs Company.

PENNAE

MBA,

teaching Students

RN,

CS,$

AND

RN”

be” and what “is.” A traditional

is that nurse educators

the “ideal,”

tice setting

RN,?

MSN,

both what “should presumption

MSN,

assume the role of

whereas nurses within

assume

the role of modeling

are expected

to assimilate

the practhe “real.”

both perspectives

and move from the relatively sheltered, limited, and idealistically focused world of education to the unsheltered, multifocal, reality-based world of clinical practice. Differences in this education/practice dichotomy often become quite evident when students first assume the full practice role. This critical transition often abrupt,

proves

difficult

unsupported

for the change

new

may

graduate.

result

An

in reality

shock that can paralyze and undermine the novice nurse and ultimately weaken the profession itself. (Itano,

Warren,

& Ishida,

1987; Limon,

Spencer,

&

Waters, 198 1). Role socialization models describe a process in which expectations must be internalized and attitudes, values, and beliefs undergo changes that are influenced by various professional role models. The measurement of such change can be accomplished, in part, by identifying

the students’

conceptions

of nurs-

values, and behaviors of the nursing profession. Yet within any practice profession, these norms, values,

ing activities at various critical periods during the role socialization process. This study examined undergrad-

and behaviors

uate student perceptions at two such points: immediately before, and immediately after, a clinically in-

encompass

a broad range expressive

of

*Dean, School of Nursing and Health Professions, University of Southern Indiana, Evansville, IN. jkstructor, School of Nursing and Health Professions, University of Southern Indiana, Evansville, IN. $Instructor, School of Nursing and Health Professions, University of Southern Indiana, Evansville, IN. #Assistant Professor, School of Nursing and Health Professions, University of Southern Indiana, Evansville, IN. IIInstructor, School of Nursing and Health Professions, University of Southern Indiana, Evansville, IN. Address correspondence and reprint requests to Dr. Coudret: Dean, Schooi of Nursing and Health Professions, University of Southern Indiana, 600 Edgar St, Evansville, IN 477 10. Copyright 0 1994 by W.B. Saunders Company 8755-7223/94/1006-0004$3.00/O

342

Jownal

of Professional Nursing,

tensive, course.

staff-nurse-supervised

Professional

Nursing

Practicum

Role Sociaiixation

Several models have been developed to describe the process of socialization into a professional role. Simpson (1967) identified three phases: the development of task proficiency, attachment to significant others in the workplace, and internalization of the values of the professional group and adoption of the prescribed beVol 10, No 6 (November-December),

1994:

342-349

343

ROLE SOCIALIZATION

haviors.

Hinshaw

which

values

extent

to which

(1977)

found

and standards

incongruencies

are resolved is variable, both educational

that

the degree

are internalized

in role expectations

and appropriate

and work settings

role models in

are extremely

im-

portant. Davis (1966) cess among

described

nursing

ble internalization, behavior

reflects

proved models.

a phase

in which

educationally According

and professionally

and behaviors

evolve while in the work setting, Pepper, 1989). The importance during

the students’

is only the initial

literature

process in continue

scribed in the nursing

literature

1977; Cohen & Jordet, Rapps, & Riegel, 1992).

to

a concept supported

(Kramer,

program

ap-

prepara-

1968;

Leddy &

of the faculty as socializing

the educational

pro-

with sta-

to Davis, student

New values

by the nursing

conversion

that concludes

tion for the work setting socialization.

a six-stage

students

has been (Pieta,

Saarmann,

Faculty

members

professional role orientation for students student attitudes and values.

agents well de-

1976; Griebe,

1988;

The Nursing Practicum

to

and the

a

and influence

practicum

based clinical perience

is sometimes

an intense,

experience

sists in coordinating

in which

as a method

patory professional

socialization

working

role of the professional

Clayton,

Broome,

ath,

Costello,

Laschinger

the learning student

exists to support

& Ellis,

Wallace,

& MacMaster, experience.

program;

the hospital;

ceptor’s

professional

tise; and the student University

Practicum

ex-

(Peirce,

the effectiveness

for promoting

of

antici-

and adaptation

to the

nurse (Dobbs,

1988;

1989; Scheetz, & Rudy,

1989; Jair-

1991;

1992). Students

Spencehave iden-

tified the major factors that have influenced ceptorial

as a

reality-

the staff nurse as-

undergraduate

the preceptorship

referenced

one-on-one,

and supervising

for the

1991). Evidence

The

Freitas, provide

A nursing

type of preceptorial:

such pre-

These included the nursing the staff, especially their precompetence

and clinical

him/herself

(Peirce,

of Southern

is a 4-week,

1991).

Indiana

clinically

exper-

Nursing

intensive,

three-

credit-hour course involving the cooperative efforts of staff registered nurse Clinical Teaching Associates and Nursing Program faculty. Clinical Teaching Associates (CTAs) are selected based on their academic qualifications, experiential base, and personal and professional characteristics. The CTA accepts responsibility

Staff nurses influence the role orientation of neophyte nurses and provide effective work-centered role models.

for providing student

direct

guidance

nurse in a sustained,

ing experience.

and supervision

one-to-one

clinical

In three local community

to a learn-

hospitals,

students who have completed core nursing courses and are eligible for licensure are provided with a clinical The importance of staff nurses as socializing agents after graduation has been emphasized in the nursing literature (Kramer, 1968; Limon, Bargagliotti, & Spencer, 1981; Lawler & Rose, 1987; Dobbs, 1988; Green, 1988). Staff nurses influence the role orientation of neophyte nurses and provide effective workcentered role models. These studies also suggest that professional

role socialization

requires

different role models as students cation to the practice setting.

the adoption

of

move from the edu-

For many years, agency preceptor programs been used to ease the new graduate’s transition the student role to the role of registered nurse.

have from Ben-

efits derived from such preceptorships include opportunities for applying theory to practice, strengthening technical skills, and building self-confidence. It is reasonable to assume that these same benefits may accrue from incorporating pregraduation internships into undergraduate baccalaureate nursing program curricula (Olson, Gresley, & Heater, 1984).

environment and nursing

designed to increase organizational skills competencies. Students experience the

overall activities of a nursing unit and the fullness of the nursing role during the 124 clinical hours, which are supplemented by 20 classroom hours. Each student’s clinical schedule coincides with their assigned CTA’s work schedule, with clinical hours evenly distributed

over the 4-week

period.

Nursing

faculty

serve as interactive support persons, coordinators, and facilitators and participate in selected student clinical experiences.

The clinically

intensive

learning

milieu

of the practicum provided an excellent setting to address questions about changes in student role conceptions that occur during such a staff nurse supervised transitional educational experience.

Research Questions The purpose of this study was to answer the following questions: (1) What are the differences between students’ prepracticum and postpracticum

COUDRET ET AL.

344

nursing

role conceptions?

between practicum

nursing

differences

between

and

nursing

role

between

and post-

(3) What

CTAs’ and students’

are the differences

nursing

are the differences

prepracticum

role conceptions?

postpracticum

What

(2) What

faculty and students’

are the

prepracticum

conceptions? faculty

(4)

and CTAs’

For the purpose

of the study,

nursing

role concep-

tions were defined

as perceptions

about

the activities

in by registered

nurses within

sional role. It was assumed role conceptions

learning

and work experiences

nursing

are changed

role models.

that role conceptions behaviors

acquired

that

or altered

by

and exposure

to clini-

It was further

assumed

reflect the attitudes, during

students,

values, and

the role socialization

staff nurses,

sample

Each situation the

first

was followed

addressed

the

which the respondent

believed

practiced

the second addressed

in nursing;

to which the individual ticed in nursing. strong

the behavior

perceived

by

extent

to

should be the extent

it is actually

prac-

A Likert scale was used with four (4)

strong

agreement

disagreement

and one (1) indicating

with each statement.

of

nursing role conceptions are changed or altered by learning and work experiences and exposure to clinically experienced role models.

. , .

and nurse educators. The hypothetical within the instrument

Sample and Methodology A convenience

situations.

statements:

their profes-

by the investigators

nursing

cally experienced

two

indicating

role conceptions?

engaged

thetical

of 47 nursing

students

en-

nursing behaviors described were designed to identify three

major registered nurse vice, and professional),

role areas (bureaucratic, sereach of which was measured

rolled in the University of Southern Indiana Nursing Practicum, their 47 Practicum Clinical Teaching As-

on three dimensions (ideal, actual, and role discrep.ancy), yielding nine total scores for each respondent.

sociates,

The bureaucratic

asked

and 18 US1 Nursing

to participate

Program

in the study.

faculty

After

giving

were in-

formed consent, respondents completed a Role Conceptions questionnaire eliciting their perception of nurse

behaviors

in response

to hypothetical

nursing

situations. Student participants (N = 44) completed the tool on the first day of Practicum and again on the last day of the course (N = 41). Their RN Clinical Teaching Associates (N = 34) and full- and part-time Nursing Program faculty (N = 18) completed the questionnaire

once

during

the

4-week

Practicum

course.

Role Conceptions

valued

loyalty to the employing institution, work routines, and those in authority: decisions made which followed administrative

rules and guidelines.

(12 of the 34 situations) individual

client:

The service role

focused on the welfare of the

decisions

made

with

the client

as

the primary concern. The professional role (10 of the 34 situations) addressed principles that dealt primarily with loyalty to the nursing profession and commitment to practice standards: decisions made which reflected involvement in professional activities and exercising

of formal

knowledge

and professional

judg-

ment in decision making. Using Cronbach’s alpha, internal consistency established at a level of 0.70. Factor analysis

Instrument The instrument

role (12 of the 34 situations)

was con-

used in the study was the Nursing

firmed

Questionnaire

signed roles with the exception of four items. These four items were originally designated as service role,

developed

by Pieta

(1976). Pieta adapted this instrument from the work of Corwin (196 1) by changing instrument items from questions to statements, and by reclassifying statements based on reliability studies of the instrument’s three role scales. Minimal modifications were made to the Pieta questionnaire by the investigators; selected nursing situations were updated based on results of analysis by Cornell (1990) and the investigators’ knowledge of the contemporary nursing clinical environment. The Nursing Role Conceptions Questionnaire included descriptions of nursing behaviors in 34 hypo-

that

questionnaire

but factor analysis sional role.

grouped

items

them

fell within

within

the as-

the profes-

Data Analysis The bureaucratic, service, and professional role scores were calculated for each respondent as follows: The ideal score was the sum of responses to statements that addressed how the situation should be practiced in nursing. The actual score was the sum of responses to statements that addressed how the situation was

345

ROLE SOCIALIZATION

actually

handled

in practice.

score was derived

by subtracting

ideal score and reflected tion

of the ideal

perception numerical

analysis

focused

on the comparison CTA,

of

and faculty

Paired t-tests were used when comparing

scores of the students cum.

from

of the role.

scores of the student,

T-tests

cant differences groups

prepracticum

were performed between

the

and postpracti-

to identify

student,

the signifi-

faculty,

and CTA

in all nine scores of the Pieta questionnaire.

Results Student prepracticum and postpracticum scores were significantly different in three of the nine questionnaire areas, including Actual Service, Service Role Discrepancy, and Professional Role Discrepancy (Table 1). After the practicum, students perceived that nurses actually performed the service role to a greater degree than had been perceived Students’ nursing’s

before the practicum.

perception of the ideal and actual practice of service and professional roles became more

congruent

after the practicum,

decreased

means

ancy scores. Faculty and cantly different

as indicated

of the postpracticum

by the

Role Discrep-

t Role Subscores Ideal Bureaucratic Faculty Students Bureaucratic Role Discrepancy Faculty Students Ideal Service Faculty Students Ideal Professional Faculty Students Professional Role Discrepancy Faculty Students

Faculty

Role Discrepancy, Ideal and Professional Role Dis-

crepancy (Table 2) The mean faculty scores were higher than student scores in four of these areas, inthat faculty viewed the practice did students.

setting

However,

more

idealistically

than

students

heId a higher

idea1 than did faculty for nurse bureau-

SD

Value

31.94 35.58

5.37 4.28

2.50

0.020

-2.13 2.53

4.58 4.43

3.43

0.002

46.00 44.14

3.21 1.96

-2.66

0.017

37.12 34.43

2.21

-3.82

0.000

11.76 8.45

4.56 4.12

-2.61

0.015

and student

3.03

postpracticum

(Table 3). The mean scores of the faculty were higher in four of the five areas, again showing the idealism of New significant

differences

in

areas,

as postpracticum students perceived that staff nurses performed the actual service role to a greater degree than did faculty. CTA and student TABLE

prepracticum

scores were signif-

3. Comparison

of Faculty and Student Postpracticum Role Conception Scores t

1. Comparison of Student Prepracticum and Postpracticum Role Conception Scores

Actual Service Prepracticum Postpracticum Service Role Discrepancy Prepracticum Postpracticum Professional Role Discrepancy Prepracticum Postpracticum

appeared

the Actual Service and Service Role Discrepancy

Role Subscores

Role Subscores

Ideal Service, Role Discrepancy different. There

were no longer significant differences in the Ideal Bureaucratic and Bureaucratic Role Discrepancy scores

cratic role behaviors. TABLE

P

x

Ideal Professional, and Professional scores continued to be significantly

the faculty. students prepracticum were signifiin five of nine areas including Ideal

Bureaucratic, Bureaucratic Service, Ideal Professional,

dicating

2. Comparison of Faculty and Student Prepracticum Role Conception Scores

to which percep-

of the role differed

of the actual practice

Statistical groups.

the actual from the

the extent

practice

TABLE

The Role Discrepancy

t Value (Paired)

P

x

SD

32.05 35.38

4.44 6.78

11.40 7.90

4.40 5.31

4.23

0.000

8.48 6.60

4.20 4.27

2.76

0.009

-3.57

0.001

Ideal Service Faculty Students Actual Service Faculty Students Service Role Discrepancy Faculty Students Ideal Professional Faculty Students Professional Role Discrepancy Faculty Students

P

x

SD

Value

46.00 43.85

1.96 3.89

2.70

32.40 35.85

4.90 5.85

13.60 8.00

5.57 5.36

3.36

0.003

37.12 33.45

2.21 3.65

4.66

0.000

11.76 6.51

4.56 4.29

4.03

0.000

-2.20

0.010

0.035

COUDRET ET AL.

346 TABLE

4. Comparison of CTA and Student Prepracticum Role Conception Scores

TABLE

5. Comparison

Conception

t

Actual Service CTAs Students Service Role Discrepancy CTAs Students Ideal Professional CTAs Students

36.10 32.55

3.63 3.32

7.32 11.59

3.53 4.31

4.71

0.000

32.74 34.43

3.30 3.03

2.26

0.027

different

-4.32

0.000

= Ideal Score - Actual Score

in three of the nine areas, including

Actual Service, Service Role Discrepancy, and Ideal Professional (Table 4). Students perceived a higher ideal for the professional

role than

did staff nurses,

and evidenced more service role discrepancy. There were no significant differences between CTA and student

postpracticum

the

scores, indicating

Bureaucratic Role Discrepancy Faculty CTAs Ideal Service Faculty CTAs Actual Service Faculty CTAs Service Role Discrepancy Faculty CTAs Ideal Professional Faculty CTAs Professional Role Discrepancy Faculty CTAs

t

x

SD

Value

-2.13 1.57

4.58 3.91

2.68

0.013

46.00 43.42

1.96 3.45

- 3.22

0.002

32.40 36.10

4.90 3.63

2.60

0.016

13.60 7.32

5.57 3.53

-4.00

0.001

37.12 32.74

2.21 3.30

- 5.49

0.000

11 76 6.84

4.56 4.20

-3.68

0.001

Role Subscores

SD

Note. Role Discrepancy

icantly

P

Value

x

Role Subscores

of Faculty and CTA Role Scores P

-

a

shift in student perception away from faculty role orientation and toward that of the practicing nurse. Al-

to the service that nursing

though this change had been expected, the investigators did not anticipate shifts in role orientation to

mitment to education, and a sense of autonomy. These factors are basic to group continuity and sta-

occur as quickly The multiplicity

bility and involve the totality with various agents of nursing

as the results of this study indicated. of factors within the practicum that

may have influenced student role orientation were not isolated or identified by the research, but results clearly changed

indicated rapidly

that

students’

in the direction

role

orientation

of the staff nurses’

role orientation. Faculty and CTA scores were significantly in six of the nine areas, including

provides

ual nurse Erb,

the public,

and worth of each person,

cess produces the attitudes, skills required to participate and member

a bea com-

of student interactions socialization. This provalues, knowledge, and effectively as an individ-

of the profession

(Kozier

&

199 1).

Successfully different

Bureaucratic

tion requires

accomplishing

professional

the joint efforts and impact

socializaof both fac-

Role

Discrepancy, Ideal Service, Actual Service, Service Role Discrepancy, Ideal Professional, and Professional Role Discrepancy (Table 5). CTA scores on ideal bureaucratic, actual service, and actual professional areas were higher than faculty; faculty scored higher than CTAs in all other areas (Table 6). This supports the belief that faculty and staff nurse CTAs have different perceptions of the nurse’s role and behaviors within the practice setting. This is of particular interest since 14 of the 18 faculty respondents worked supplementally in the staff nurse role and were well acquainted with the realities of the practice setting.

Dlscussion Socialization for professional nursing development of critical values, a strong

lief in the dignity

requires the commitment

TABLE

6. Faculty, Pre- and Postpracticum Student, and CTA Role Conception Mean Scores ‘Students

Role Subscores Ideal Bureaucratic Actual Bureaucratic Bureaucratic Role Discrepancy Ideal Service Actual Service Service Role Discrepancy Ideal Professional Actual Professional Professional Role Discrepancy

Faculty

Prepracticum

Postpracticum

CTAs

31.94 34.27

34.58 32.98

33.65 33.15

34.40 32.83

-2.13 46.00 32.40

1.60 43.45 32.05

0.50 43.28 35.38

1.57 43.42 36.10

13.60 37.12 25.35

11.40 33.98 25.50

7.90 33.08 26.48

7.32 32.74 25.90

11.76

8.48

6.60

6.84

NOTE. Role Discrepancy ‘Paired t-test means

= Ideal Score - Actual Score

347

ROLE SOClAllZATlON

ulty and staff. Kramer erately planned the beginning

blending

ported

suggests

of divergent

professional

nurse

the belief that students, role models,

in role conceptions, within

perience.

role concepts

This study

sup-

when exposed to difdo experience

Although

one-to-one

changes

preceptorial

by the end of the practicum, cate that the faculty’s

students student

must

ex-

also guard

judgmental important

role at less than

a desirable

that faculty understand

urational student

This study

supports

approach students

scores did indi-

and that faculty

and staff need to help the students

attempt

to address

nursing behaviors, and influence self-

imperfect

practice

by real human settings,

abstract

val-

practitioners

in

resulting

in a range

of

values, norms and behaviors typical of the profession. This study supported the lack of congruity between faculty and staff nurse perceptions mean scores in Table 6.

understand practice

within

as shown

by the

impact

beliefs

#

.

nursing

transition

behaviors.

Staff

need to realize the

perceptions,

and must

competence

within

roles.

Because a major transition ing from nursing the investigators

role models’ and

and

preceptors

they have on student

their various

for discrepancies

their educational

role models’

and appropri-

the practice setting,

the logic and rationale

is necessary

when mov-

student to graduate nurse employee, believe it is advantageous for this

to begin

while

the student

still

has the

guidance and support of faculty, peers, and a clinical teaching associate staff nurse. Compared with the postgraduation staff orientation preceptorship, a pregraduation

m

that

this reality-based

to have some

is important

belief

ate for educating

Yet these idealistic,

be applied

mat-

to allow the

the investigators’

show a high degree of professional

formation.

is a normal

role changes.

meaning facilitate ues must

It is adop-

role models as their student

nurses serving as student

concept

level.

process: faculty must be willing to adopt different

several issues related to the role socialization of nursing students. A profession’s values give direction and to its members, guide clinical decision making,

to be

that student

tion of staff values and perceptions

that exist between must

the tendency

differ-

values continued

profession

against

in their view of staff nurses as fulfilling

and staff nurses

there were no significantly nursing

Faculty

the service

and that these changes take place

an intense,

ent scores between

influence. The nursing

is

and perpetu-

role models necessary

role socialization.

ferent professional rapidly

that a delib-

step in the development

ation of functional, for student

(1968)

educational

preceptorship

provides

oppor-

tunities for a greater focus on clinical decision making and flexibility in obtaining new learning experiences,

faculty may tend to be more idealistic than their staff nurse colleagues.

while still providing staff nurse perspective,

for role socialization as suggested

toward

the

by the results of

this study.

Suggestions and Recommendations To fulfill their perceived role, faculty must apply concepts taught within the theoretical realm to actual student nurse clinical experiences. tails a concentrated, time-limited, perience adoption

during

Typically, this ensingle-patient ex-

which nurse educators

of high

standards

for quality

emphasize

the

nursing

care

and encourage thorough, in-depth analyses of experiences. Therefore, students need to understand and expect that faculty and staff nurse perceptions may differ because of this, and that faculty may tend to be more idealistic

than their staff nurse colleagues.

Nurse

educators should provide anticipatory guidance and assist students to adapt to and appreciate this phenomenon. Faculty need to realize that, in general, students may not espouse their level of idealism, except for believing in the necessity for following rules and regulations, possibly an effect of their subordinate role and lack of autonomous decision-making power.

Suggestions for further study role conceptions of new graduates a practicum-type undergraduate torial with the role conceptions did not. It is also important new graduate their nursing

are to compare the who participated in educational precepof new graduates

to determine

whether

who has not had a practicum education program experiences

who the

within similar

role conception changes during their staff nurse orientation period under the guidance and direction of a preceptor. The impact of demographic characteristics on role conceptions also deserves further study. It would seem that previous work experience as a paid employee did not influence the transition of role conceptions from the “ideal” to the “actual,” because the majority of student respondents had worked in an employee role within the health care setting during their educational experience. Studies suggest that work experience be-

348

COUDRET ET AL.

fore the professional transition

role has little effect on easing role

to the professional

practiced

and not simply

ployment

does not negatively

conception, that

role

which may in fact be more idealistic

than

without

such

respondent and critical

interpersonal

influence

to study

role orientation, thinking

ment

as part of the totality

to significant

(1967),

factor that influenced

regardless

during

The students,

a

experiencresponsibil-

yet remaining

within

role pre-

the shift in values away from the or would this shift have occurred milieu as role demands increased, influence

practicum.

and beginning

of the values of the profes-

of the interpersonal

nursing

that significant

occurred

ities of a graduate

attach-

in the work setting

4-week

changes

ing the work environment

setting

on a student’s

this study indicated

role conception

The

sional group and adoption of the prescribed behaviors. Was student bonding with the staff preceptor a major faculty orientation, within the clinical

In conclusion,

such

Teaching

of the clinical

to Simpson

others

cedes the internalization

skills.

of the staff Clinical

needs to be assessed for its impact According

the various

to

Summary and Conclusions

student

also be interesting vaIues

Do new graduates’ roie conceptions continue change over time, and in what direction?

(Dobbs,

experience

1990).

factors influencing

orientation.

be em-

as personal Associate

must

and student

of students

observed,

which

impact professional

1988; Talotta, It would

role,

of the staff?

student

nurse role, incorporated

practicing

nurse within

faculty maintained clinical

nurse

the work setting.

an interactive

and classroom

role within

environments,

the staff nurse was strongly

evident.

and staff nurses must anticipate, role orientation

changes

gins

graduate

to assume

the perceptions

Although both the

the i-*fluence of Nurse educators

guide,

and direct the

that occur as the student nurse

the of the

functions

be-

and adopt

new perspectives. This study supported the belief that the nursing practicum facilitates the critical professional socialization that occurs as students vital transition to graduate nurse role.

make the

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