Professional culture brokers: Nursing faculty perceptions of nursing culture and their role in student formation

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• 作者：Susan M. Strouse^a ; ^{strouses@gvsu.edu" class="auth_mail" title="E-mail the corresponding author} ; Carolyn J. Nickerson^b ; ¹ ; ^{carolyn.j.nickerson@gmail.com" class="auth_mail" title="E-mail the corresponding author}
• 关键词：Nursing education ; Culture ; Socialization ; Roles
• 刊名：Nurse Education in Practice
• 出版年：2016
• 出版时间：May 2016
• 年：2016
• 卷：18
• 期：Complete
• 页码：10-15
• 全文大小：254 K

文摘

Socialization, or formation of students to the professional nurse role, is an expectation of nursing education. This process is complex and challenging for students, who continue to experience culture shock moving from academe to practice settings. Viewing formation as enculturation is one way to address culture shock. Nursing faculty are key figures in this process, yet their views are not known. This focused ethnography study explored nursing faculty's perceptions about the culture of nursing and how they bring students into that culture. Data collected at two accredited, undergraduate pre-licensure baccalaureate nursing programs were analyzed using Leininger's four phases of data analysis. Four themes emerged: 1. The culture of nursing is multifaceted, multivalent and at times contradictory 2. Many factors interact and have influence on the culture of nursing 3. Navigating the subcultures (academia, service and organizational culture) is challenging for faculty, and 4. Nursing faculty believe that the right conditions facilitate the enculturation of students.

Nursing faculty believe nursing has a professional culture and they bring students into that culture. Viewing the faculty role in enculturation to professional nursing as a culture broker can facilitate the process for students and mitigate the culture shock new graduate nurses experience.