The Nurse Educator and Professional Socialization: Issues and Problems

Abstract

Professional education in nursing comprises two elements: (1) the study of the knowledge and skills requisite to the practice of nursing; (2) the development of a professional self-concept, a set of at- titudes, values, and behaviours that guides interactions with clients, colleagues, and members of other professions and paraprofessions. Responsibility for both aspects of professional education is a concern of nurse educators who not only plan learning experiences for students, in classroom and clinical settings but also serve as role models of professional behaviour and orientation that nurse aspirants may emulate. Although there is a plethora of information regarding the educator's functions in the instructive process, there is a decided lack of literature concerning the role of the teacher in the professional socialization process. This paper examines several issues related to the role of the nurse educator as an agent of professional socialization. One important issue is the nature of the process. In an examination of the tasks performed by educators in professional schools, Wilson identifies three major areas of responsibility (Wilson, 1962:17-28). First, teachers direct students in their learning of the specific knowledge and skills necessary to develop expertise and competence in a set of clearly-defined tasks. Second, the educator provides the neophyte with the circumscribed standards and ethical code designed to regulate actions with clients. Finally, the educator assists the aspiring practitioner to work out an orientation to both the professional group and other professions. This set of orientations, which includes career commitment and involvement, is difficult to delimit and evaluate effectively. Wilson argues that periods of formal teacher education generally equip educators to handle the defined tasks of instructional activity but that little attention is given to preparation for the diffuse and divergent responsibilities that form part of professional socialization and educators often perform this portion of their teaching role with less than adequate skill or knowledge.