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AN INDEPENDENT VOICE FOR NURSING

Concept Analysis of Professional

Socialization in Nursing
Mohammadreza Dinmohammadi, MSN, Hamid Peyrovi, PhD, and Neda Mehrdad, PhD
Mohammadreza Dinmohammadi, MSN, is Doctoral Student of Tehran University of Medical Sciences, Tehran, Iran and
Nurse Instructor, Zanjan University of Medical Sciences, Zanjan, Iran; Hamid Peyrovi, PhD, is Associate Professor, Center
for Nursing Care Research, Tehran University of Medical Sciences, Tehran, Iran; and Neda Mehrdad, PhD, is Assistant
Professor, Center for Nursing Care Research, Tehran University of Medical Sciences, Tehran, Iran.

Keywords PURPOSE. The aim of this study is to clarify the process of professional
Concept analysis, evolutionary socialization, and to identify its attributes, antecedents, and consequences
method, nursing, professional in nursing. Rodgers’ evolutionary method of concept analysis was used to
socialization clarify the concept of professional socialization in the field of nursing.
SOURCE. A literature review was conducted by performing a search on
Correspondence scientific databases using the key terms “socialization,” “professional
H. Peyrovi, PhD, Center for Nursing socialization,” and “nursing.” Four hundred forty-six papers for the
Care Research, Faculty of Nursing period 1995–2009 were found, out of which 47 articles and 4 books were
and Midwifery, University of selected for the analysis. The process was audited by two independent
Medical Sciences, Tehran, Iran experts in order to ensure neutrality and credibility.
E-mail: [email protected] CONCLUSION. Professional socialization is a complex process with four
critical attributes: learning, interaction, development, and adaptation.
Comprehensive educational programs, competent role models, and the
provision of adequate field experiences were found to be the antecedents
of these attributes. They have either positive or negative consequences for
the professional development of nurses. These findings not only add to
the body of knowledge, but also serve as an important impetus for further
theory development and research in nursing.

Introduction socialization (Howkins & Ewens, 1999). From the psy-

chological and sociological perspective, the concept of
Socialization is the process during which people socialization has been defined as a state in which an
learn the roles, statuses, and values necessary for par- individual is accommodated within a particular cul-
ticipation in social institutions. Socialization is a life- tural group (Ryynänen, 2001).
long process that begins with learning the norms and In the literature, the concepts of socialization
roles of the family and subculture, and making self- and professional socialization are often used inter-
concept. As individuals grow older and join new changeably. Professional socialization, however, is the
groups and assume new roles, they learn new norms only periodic process of socialization that continues
and redefine their self-concept (Brinkerhoff, White, & throughout an individual’s life (Page, 2004). Hinshaw
Ortega, 2007). (as cited in Wolf, 2007) writes that “socialization is the
Berger and Luckman’s study (as cited in Howkins process during which individuals learn new roles,
and Ewens, 1999) suggests that socialization may be values, behaviors, and knowledge pertinent to a new
primary, occurring in childhood, or secondary, occur- social group or profession.”
ring later in the process of socializing in larger com- According to Davis (1968), professional socialization
munity. Socialization in the profession is a crucial part of student nurses was introduced in the literature
of secondary socialization, although Jarvis (1983) as early as 1958 (Tradewell, 1996). Professional
introduced it under a separate process as tertiary socialization is a critical aspect of nursing students’

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M. Dinmohammadi et al. Professional Socialization in Nursing

development, which begins with entry into the nursing have been developed and used in the nursing profes-
program and continues with entry into the workforce sion. In many cases, the basis of philosophical
(Chitty, 2005; Marcum & West, 2004; Messersmith, approaches to analysis is implicit but has a significant
2008; Shinyashiki, Mendes, Trevizan, & Day, 2006; influence on the study design, interpretation of find-
Tradewell, 1996; Weis & Schank, 2002; Wolf, 2007; ings, and application of the results (Hupcey & Penrod,
Young, Stuenkel, & Bawel-Brinkley, 2008). Thus, 2005; Rodgers, 2000b).
socialization is both an intended and unintended con- Historically, common notions about concepts and
sequence of the educational process and work experi- their analysis have been rooted in the philosophical
ence (Nesler, Valerie, & Stephanie, 2001; Shinyashiki theory of essentialism. From this viewpoint, the main
et al., 2006). purpose of the analysis is to realize critical attributes or
“essence” of the concept. The essence is a set of con-
Background ditions that accurately delineates the domain and
boundaries of the concept. Based on this philosophy, a
There are various definitions of professional social- concept is examined apart from its context and
ization in nursing literature, most of which describe without any relationship to other concepts. Rodgers’
it as the process of internalizing and developing evolutionary concept analysis approach is based on
a professional identity through the acquisition of contemporary philosophical thought regarding con-
knowledge, skills, attitudes, beliefs, values, norms, and cepts, and their role in the evolution and development
ethical standards in order to fulfill a professional role of knowledge. This view emphasizes the dynamic
(Arnold & Boggs, 1999; Chitty, 2001, 2005; Golden- nature of concepts, which changes with both time and
berg & Iwasiw, 1993; Kilpatrick & Frunchak, 2006; context. It rejects absolutism and essentialism philo-
Mooney, 2007; Ohlen & Segesten, 1998; Parsons & sophical perspectives, which were common in the first
Griffiths, 2007; Price, 2009; Shinyashiki et al., 2006; half of the twentieth century in knowledge and con-
Striefel, 2006; Teschendorf & Nemshick, 2001; cepts, and has earned its position among the existing
Tradewell, 1996; Young et al., 2008). approaches (Rodgers, 2000b).
Concepts, as building blocks of theories, play an From the evolutionary perspective, rather than
important role in theory development (Chinn & answering the question “What is the concept?” the
Kramer, 1999). Over the past decades, various main emphasis is laid on heuristic approaches that
methods of concept analysis have been developed and facilitate the appropriate process for review and
applied in nursing. These techniques have provided further exploration, and in fact are the basis for the
nursing researchers with many analytic processes for advance of the cycle through which the concept
the conceptual understanding of phenomena of inter- evolves. In such circumstances, contrary to many
est in nursing science. The purpose of concept analysis analysis methods, results can be considered the start-
is to examine the structure and function of a concept. ing point rather than the end of the analysis. The
A concept is composed of attributes or characteristics evolutionary concept analysis method is based mainly
that differentiate it from other concepts. Concept on an inductive approach and provides the basis for
analysis can be useful in refining ambiguous concepts further research (Rodgers, 2000b). The purpose of
in a theory. It also helps clarify those overused or analysis in this approach is to describe and explain the
vague concepts frequently used in nursing practice, concept and its current use, and to clarify its attributes,
ensuring that everyone uses these terms to refer to the which can be the basis for further development of the
same things. Concept analysis results give the theorist concept (Rodgers, 2000a).
or investigator a basic understanding of the concept’s The purpose of this study is to clarify the concept
underlying attributes. This helps define the problem of professional socialization in nursing; gain more
clearly and allows the investigator or theorist to con- understanding; recognize its attributes, antecedents,
struct hypotheses that accurately reflect the relation- and consequences in the context of nursing; and
ships between the concepts. Concept analysis results trace its changes over time. The evolutionary
are also useful in constructing research instruments or approach is compatible with the perspective gener-
interview guides before doing research (Hupcey & ally accepted in nursing, which supports a view of
Penrod, 2005; Walker & Avant, 2005). reality and of human beings and related nursing phe-
In the past few decades, numerous concept analysis nomena as constantly changing, comprised numer-
methods with their own philosophical foundations ous, interrelated, and overlapping elements, and can

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Professional Socialization in Nursing M. Dinmohammadi et al.

be interpreted only with respect to a magnitude of on the English texts on nursing and health sciences that
contextual factors. were published between 1995 and 2009.
In the initial search, 446 articles met the inclusion
criteria. After the duplicates were removed, the
Data Sources
number reduced to 205. In the final stage, 47 articles
were chosen. These contained the main words
Rodgers’ (2000a) evolutionary approach was used
(socialization and nursing or health sciences) in the
for concept analysis. In this approach, six preliminary
title or abstract and were available in full text. Of
activities are recommended for the study (Table 1), but
these, 6 were doctoral theses and 41 were scientific
Rodgers believes that many of them are performed
papers on nursing and a few other areas of health
simultaneously, and that the study process is nonlin-
sciences (including medicine, physiotherapy, mid-
ear, iterative, and flexible in nature. The six steps
wifery, and pharmacy). In addition, four nursing
merely indicate that the activities must be conducted
books were used in the process of analysis. Books
during the study and that the process should be con-
and papers were read carefully and in depth, sum-
sidered a sequential one. In this way, Rodgers’
marized, and coded. Thematic analysis with iterative
approach uses precise inductive analysis and focuses
processes led to primary themes that were classified
on the study. Also, analysis of raw data is based on
in the form of attributes, antecedents, and conse-
social, cultural, and career-specific contexts of the
quences of the concept. Two nursing scholars with
concept under study (Rodgers, 2000a, 2000b).
expertise in concept analysis and familiar with
The most important step after identifying the
Rodgers’ (2000a) approach reviewed the raw data
concept is determining the scope and range of literature
and agreed upon the word labels.
on the study (Rodgers, 2000a). In this study, literature
about professional socialization in nursing and health
Results
sciences published within the last 15 years was care-
fully reviewed and analyzed. Rodgers’ evolutionary
The first activity of the analysis (identifying
approach is based on the analysis of raw data in the
attributes of the concept) leads to the real definition of
literature. Scientific databases (PubMed, Proquest,
the concept (Rodgers, 2000a). In the present study,
Ovid, and Nursing Index) were searched using the key
the concept of professional socialization is defined as
terms “socialization,” “professional socialization,” and
a process with attributes of learning, interaction,
“nursing or health sciences.” In order to attain more
development, and adaptation.
accurate results, certain criteria were determined to
review the literature. The final analysis was conducted
Professional Socialization as a Process

Most definitions of professional socialization offered

Table 1. Evolutionary Concept Analysis in nursing literature have emphasized the process
Activities nature of this concept. In the literature, the socializa-
tion process is described as complex and diverse
1. Identify the concept of interest and associated
expressions (including surrogate terms).
(DuToit, 1995; Howkins & Ewens, 1999; Mackintosh,
2. Identify and select an appropriate realm (setting and 2006; Messersmith, 2008; Shinyashiki et al., 2006),
sample) for data collection. unpredictable and uncertain (Howkins & Ewens,
3. Collect data relevant to identify 1999), iterative and nonlinear (Dalton, 2008; Howkins
a. the attributes of the concept; and & Ewens, 1999; MacIntosh, 2003; Price, 2009;
b. the contextual basis of the concept, including
interdisciplinary, sociocultural, and temporal
Weidman & Stein, 2003), involuntary (Dalton, 2008;
(antecedent and consequential occurrences) Tradewell, 1996; Weidman & Stein, 2003), inevitable
variations. (Mooney, 2007), dynamic and ever-changing
4. Analyze data regarding the above characteristics of (Howkins & Ewens, 1999; Kralik, Visentin, & van
the concept. Loon, 2006; Price, 2009; Weidman, Twale, & Stein,
5. Identify an exemplar of the concept if appropriate.
6. Identify implications, hypotheses, and implications
2001), ongoing and continuing (Howkins & Ewens,
for further development of the concept. (Rodgers, 1999; Ohlen & Segesten, 1998; Waugaman & Lohrer,
2000a) 2000; Weis & Schank, 2002; Wolf, 2007), and personal
(Messersmith, 2008).

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M. Dinmohammadi et al. Professional Socialization in Nursing

Professional socialization is not only complex and identity and other life roles are components of profes-
diverse, but is also dynamic and constantly changing sional socialization (Waugaman & Lohrer, 2000).
(Howkins & Ewens, 1999; Wolf, 2007). The process Weis and Schank (2002) suggest that professional
has no specific pattern; it sometimes moves backward development and professional socialization are
and sometimes forward, and its progress and activities ongoing processes that are considered part of lifelong
are irregular and unpredictable (Howkins & Ewens, learning. While professional development emphasizes
1999). the two components of learning domains (cognitive
Socialization begins upon entry into the nursing and psychomotor), professional socialization is not
program and continues with entry into the workforce. possible without the development of an affective
Professional socialization, however, is an ongoing domain. Without learning the affective domain, a pro-
process—a facet of lifelong learning (Weis & Schank, fessional nurse cannot provide holistic care (Weis &
2002; Wolf, 2007). The socialization process is not Schank, 2002).
linear; it has an integrated, fluid, dynamic, interactive,
developmental, and flexible nature (Weidman et al., Professional Socialization as an Interactive Process
2001). Moreover, this process is personal and varies
from person to person. Some people move rapidly Many previous studies have emphasized the inter-
through the socialization process, but others move active nature of socialization (Dalton, 2008; Howkins &
slowly and with difficulty (Messersmith, 2008; Wolf, Ewens, 1999; Mackintosh, 2006; Messersmith, 2008;
2007). Striefel, 2006; Waugaman & Lohrer, 2000; Weidman &
Professional socialization involves the students in Stein, 2003; Wolf, 2007). Professional socialization is a
the reconstruction of their roles and makes them complex, interactive process in which professional
change their personal constructs. The complexity of roles (including knowledge, skill, and behavior) are
socialization is reflected in the detailed and unique learned, and the values, attitudes, and goals of the
changes in each student’s repertory grid. While some profession, as well as a sense of professional identity
students use the course to strengthen their profes- with special characteristics of members, are internal-
sional role identity, others appear to change just a little ized (Mackintosh, 2006). When professional socializa-
(Howkins & Ewens, 1999). In addition, professional tion is theorized as interaction, it involves four
socialization is the subconscious internalization of components that mutually influence each other.
values, customs, obligations, and professional respon- According to Kalmus ’s study (as cited in Dalton, 2008),
sibilities, and it is an inevitable consequence of entry these include (a) the transmission of culture to indi-
into any profession (Mooney, 2007; Tradewell, 1996; viduals (structure), (b) the process of becoming human
Weidman & Stein, 2003). in one’s environment (agency), (c) the interactive
process between two sets of actors—the individuals
being socialized (agency) and the socializing individu-
Professional Socialization as a Learning Process als (agents), and (d) the field of socialization (context).
Howkins and Ewens (1999), in their exploration of
Many studies have introduced socialization as a the literature on professional socialization, reported
learning process (Howkins & Ewens, 1999; Keith & that it is a proactive rather than a passive or reactive
Schmeiser, 2003; Messersmith, 2008; Shinyashiki process. It should no longer be seen as a reactive and
et al., 2006; Weidman et al., 2001; Weis & Schank, linear process associated with one course, but must be
2002; Wolf, 2007). In fact, socialization has been understood as a dynamic, ever-changing process.
referred to as “social learning”—individuals “learn- Nurses, at any point in their career development, can
(ing) the ropes” from those around them through change the way they view themselves and their role.
careful listening and observation (Messersmith, 2008). However, the changes that students will experience
Professional socialization is the fundamental process of during a course depend on their past experiences, the
the learning skills, attitudes, and behaviors necessary type and form of education provided, the opportunity
for professional roles (Price, 2009). According to to reflect on their practice, and the beliefs and values
Cohen’s study (as cited in Waugaman and Lohrer, promoted during the course (Howkins & Ewens,
2000), learning the technology and language of the 1999).
profession, internalizing the profession’s values and As interpersonal relationships play a key role in
norms, and integrating the professional role into one’s socialization, socialization is sometimes introduced as

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Professional Socialization in Nursing M. Dinmohammadi et al.

communication. It is the “internalization of inter- Professional Socialization as an Adaptation

preted reality” created through communication Process
(Messersmith, 2008). Professional socialization may
also be viewed as an exchange process or relationship In some studies, the concept of adaptation has been
between nursing students and other students, faculty used to define socialization or to describe its attributes
and staff members, healthcare professionals, and the (Kralik et al., 2006; Mackintosh, 2006; Scott, Keehner
society as a whole. Therefore, the messages exchanged Engelke, & Swanson, 2008; Striefel, 2006; Wolf,
through such interactions can support students in 2007).
interpreting and internalizing the reality of the Hinshaw (as cited in Wolf, 2007) defined socializa-
nursing profession (Messersmith, 2008; Waugaman & tion as “the process of learning new roles and the
Lohrer, 2000). adaptation to them, as such, continual processes by
which individuals become members of a social group.”
During training in nursing schools, students become
Professional Socialization as a Developmental familiar with the basic professional values; however,
Process they do not apply them practically until their clinical
placement. Many studies (Begley, 2007; Gerrish, 2000;
Many studies (Chitty, 2005; Dalton, 2008; DuToit, Mooney, 2007; Newhouse, Hoffman, Suflita, & Hair-
1995; Kilpatrick & Frunchak, 2006; Messersmith, ston, 2007; Young et al., 2008) describe this stage as a
2008; Mooney, 2007; Ohlen & Segesten, 1998; Secrest, transition period, associated with profound stresses
Norwood, & Keatley, 2003; Shinyashiki et al., 2006; and problems. In nursing literature, the transition
Waugaman & Lohrer, 2000; Weidman et al., 2001; period is not differentiated from the socialization and
Weis & Schank, 2002; Wolf, 2007) have emphasized professionalization; it is the process of adapting to
the developmental process of socialization. Wolf changing personal and professional roles at the start of
(2007) introduces socialization as a lifelong process of one’s nursing career. Through this process, newly
professional growth and human development. The graduated nurses adapt to new roles and responsibili-
process of socialization can also have a significant ties, and accept differences between the theoretical
impact on the development of a specific occupational orientation of education and the practical focus of
personality, which occurs as a consequence of the final professional work (Duchscher, 2008). Transition to full
process of internalization. Within nursing, this has professional role depends on congruency among the
been linked to two key characteristics—the acquisition values, norms, educational expectations, and the
and maintenance of a professional role, and the sup- reality of professional work (Kozier, Erb, & Blais,
pression of inherent ambiguities that exist within this 1997).
role (Mackintosh, 2006). Professional socialization is
generally a developmental process in which the indi- Antecedents and Consequences
vidual acquires knowledge and skills, and develops
professional behavior and career commitment The next iterative process of the evolutionary con-
through educational processes. During the socializa- ceptual analysis cycle is an examination of the ante-
tion process, nonmembers of a profession are exposed cedents and consequences of the concept (Rodgers,
to experiences that members consider a prerequisite 1989). The antecedents of professional socialization
for inclusion into the profession (Waugaman & that are frequently reported in nursing and health
Lohrer, 2000; Weis & Schank, 2002). sciences literature include the provision of compre-
Sociologically, the development of a profession hensive orientation and educational programs (pre-
involves more than the development of a distinct body ceptorship, mentorship, internship, and externship),
of knowledge. Humanistic nursing care requires appli- qualified role models, educational facilities, supportive
cation of not only cognitive and psychomotor learn- educational and clinical environments, socialization
ing, but also affective skill learning. The learning agents, opportunities for field experience, and con-
initiated in the formal educational setting must be structive feedback (Beck, 2000; Fitzpatrick, While, &
attended by the service agency and the profession for Roberts, 1996; Hinds & Harley, 2001; Howkins &
full development and socialization of the nurses into Ewens, 1999; Kilpatrick & Frunchak, 2006; Kimberly,
the profession (Waugaman & Lohrer, 2000; Weis & 2007; Leners, Wilson, Connor, & Fenton, 2006;
Schank, 2002). MacIntosh, 2003; Price, 2009; Ryan & Brewer, 1997;

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M. Dinmohammadi et al. Professional Socialization in Nursing

Shinyashiki et al., 2006; Tradewell, 1996; Wilson & Howkins & Ewens, 1999; MacIntosh, 2003; Mackin-
Diane, 2001). Professional socialization refers to both tosh, 2006; Newhouse et al., 2007; Ohlen & Segesten,
the intended and unintended consequences of an edu- 1998; Price, 2009; Scott et al., 2008; Shinyashiki
cational program and workplace processes (Mooney, et al., 2006; Weidman & Stein, 2003; Young et al.,
2007; Shinyashiki et al., 2006). 2008).
Fitzpatrick et al. (1996) showed that the educa- As the nature of socialization is complex, diverse,
tional program and working environment, along with and unpredictable, it has both positive and negative
competent role models, are vital for the socialization of consequences. The negative ones are documented
nursing students. Kimberly (2007) considered profes- most prominently in the literature (Boyle et al., 1996;
sional socialization to be a benefit for persons partici- Mackintosh, 2006; Nesler et al., 2001). Improper man-
pating in preceptorship programs. agement of initial professional experiences can lead to
In a longitudinal study of 72 senior student low motivation and productivity, demoralization, and
nurses, Maben, Latter, and Clark (2006) showed that decreased care of patients (Chitty, 2005; Shinyashiki
educational processes provide only the essential et al., 2006).
theoretical basis to students. Therefore, when stu- Frequent turnover, organization or professional
dents enter professional environments, they are leave, continuance of ritualized practice and bureau-
faced with task-oriented approaches and bureaucratic cratic views, role ambiguities, lack of critical thinking,
processes that affect their socialization and lead to repeated dismissal requests, increased attrition, and
undesirable results. They believe that the presence of gradual desensitization about humanistic patient
qualified role models and the provision of high- needs are the negative consequences of inadequate
quality skills and facilities in workplaces can help socialization of nurses (Howkins & Ewens, 1999;
student nurses fulfill their professional roles (Maben Mackintosh, 2006; Mooney, 2007; Newhouse et al.,
et al., 2006). 2007; Scott et al., 2008; Shinyashiki et al., 2006;
A study by Boyle, Popkess-Vawter, and Taunton Young et al., 2008).
(1996) showed that positive experiences from precep-
torship programs, and congruency between educa-
tional assignments and supportive systems, play a Surrogate and Related Concepts
significant role in the successful socialization of
nursing graduates. Price (2009) believes that role Surrogate terms are a means of expressing concepts
models and mentors are a great source of support that differ from the expression that the researcher is
to individuals and often influence them to stay in focusing on (Rodgers, 2000a). During the analysis
nursing. process, it was found that the concept of professional
The literature on professional socialization reveals socialization can be substituted with terms such as
more positive and negative consequences. While some enculturation (Price, 2009; Ryynänen, 2001; Valdez,
studies focus on individuals, some pertain to their 2008) and acculturation (Mackintosh, 2006).
professional organization. Most studies reviewed in The purpose of identifying related concepts is based
this analysis have reported that the attainment of a on the philosophical assumption that every single
professional identity is the central aim and a beneficial concept exists as part of a network of related concepts,
consequence of socialization into a profession (Dalton, which provide a background for and help signify the
2008; Gregg & Magilvy, 2001; MacIntosh, 2003; Price, concept of interest. Related concepts bear some rela-
2009). Professional identity develops through interac- tionship to the concept of interest but do not seem to
tion with other nurses, and internalization of knowl- share the same set of attributes (Rodgers, 2000a). The
edge, norms, values, and culture of the nursing following concepts related to professional socialization
profession (Ohlen & Segesten, 1998). were identified in this process: internalization
Other positive outcomes include retention, profes- (Gerrish, 2000; Messersmith, 2008; Ohlen & Segesten,
sional and organizational stability and commitment, 1998; Rodts & Lamb, 2008; Ryynänen, 2001; Shin-
satisfaction, confidence, self-awareness, empower- yashiki et al., 2006; Ulrich, 2004; Weis & Schank,
ment, acceptance of professional role, internal moti- 2002; Wolf, 2007; Young et al., 2008), assimilation
vation, productivity, and holistic nursing care, all of (Messersmith, 2008; Valdez, 2008), adaptation (Kralik
which result from effective adjustment followed by et al., 2006; Mackintosh, 2006; Striefel, 2006; Wolf,
acceptance of professional roles (Chitty, 2005; 2007), and social learning (Messersmith, 2008).

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Professional Socialization in Nursing M. Dinmohammadi et al.

Discussion socialization in nursing does not impede inquiry about

the concept. Rather, it provides an opportunity for
Professional socialization is an integrated function further research, and development of the concept and
of educational processes and workplace experiences; its application in theory construction and research in
therefore, it is obvious that the issues surrounding education, management, and practice. In addition, this
professional socialization in nursing are multifaceted is not meant to be a formal definition that provides a
and can disenfranchise nurses as autonomous pro- criterion for measuring the direction and extent of
fessionals (Mooney, 2007). A review of the nursing socialization changes. This is not a useful way to trace
literature reveals many stresses and challenges changes, and as one cannot determine how and when
encountered by young graduates of nursing. The a reaction occurs, or how it is internalized during the
results show that, despite the desired outcomes of process of socialization, accepting an “end point” and a
professional socialization, the unpleasant conse- “formal definition” implies a disregard of the informal
quences are significant. Any improvement in the type agents of socialization and other variable effects and
and form of educational programs and in the provi- conditions that may be supplemental, converse, or
sion of proper facilities in work environments can be unrelated to the interested definition.
remedial. One of the activities of Rodgers’ approach is iden-
This study also suggests the need to change the tifying an exemplar of the concept. Despite this impor-
view of the socialization phenomenon and investigate tant requirement for further clarification of the
it from a new perspective. It should no longer be seen concept, the nature of the professional socialization
as a reactive and linear process associated with one process and its particular features (complexity, diver-
course, but as a dynamic, ever-changing process. sity, unpredictability, and multidimensionality) made
Nurses, at any point in their career development, can it impossible to present a real case in this phase of
change the way they view themselves and their role. the study. Therefore, the researchers report it as a
However, the changes that students experience during limitation of the study.
a course depend on their past experiences, the type
and form of education provided, the opportunity to Conclusions
reflect on their practice, and the beliefs and values
promoted during the course (Howkins & Ewens, The professional socialization depending on time,
1999). Hence, the socializing agents’ strict attention to context, and different disciplines has various expres-
these features of socialization plays an important role sions. Analysis of the concept of professional socializa-
in easing the transition of nursing graduates, their tion in nursing and health sciences provides sets of
adjustment to professional roles, and thus their suc- different, and sometimes contradictory, meanings. The
cessful socialization. findings of this study describe professional socializa-
Owing to the complex nature of professional tion as a complex, inevitable, diverse, dynamic, con-
socialization, it has various definitions in health sci- tinual, and unpredictable process. Furthermore, the
ences literature, especially nursing. This is usual and study reveals learning, interaction, development, and
expected. The philosophical foundation of Rodgers’ adaptation as attributes of professional socialization in
evolutionary approach places emphasis on concept the nursing context. In addition, for individuals to be
analysis as a basis for further inquiry and concept successfully socialized into their profession, measures
development rather than as an end point. On the such as the provision of comprehensive educational
basis of our findings, the following definition is sug- programs, competent role models, supportive educa-
gested for professional socialization in the context of tional and clinical structures, opportunities for field
nursing: Professional socialization is a dynamic, inter- experience, and constructive feedback are the deter-
active process through which attitudes, knowledge, mining factors. Professional socialization is not only
skills, values, norms, and behaviors of the nursing the intended and unintended consequence of both
profession are internalized and a professional identity educational programs and professional environments,
is developed. but is also the origin of some desired and some
Based on the philosophy of Rodgers’ approach, the unpleasant outcomes. The most positive outcomes of
aim of our analysis is to explain the current use of the professional socialization include the acquisition of a
concept, with emphasis on the aspects of time and professional identity, ability to cope with professional
context. The aforementioned definition of professional roles, professional and organizational commitment,

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M. Dinmohammadi et al. Professional Socialization in Nursing

and thus improvement in the quality of care. Existing ment of a nursing identity among nursing students at two
literature shows that socialization is not always asso- universities in Brisbane, Australia. Journal of Advanced
Nursing, 21(1), 164–171.
ciated with desired outcomes; some studies report
Fitzpatrick, J. M., While, A. E., & Roberts, J. D. (1996). Key
significant negative consequences. Therefore, aware- influences on the professional socialisation and practice
ness of these attributes, widespread antecedents, and of students undertaking different pre-registration nurse
consequences of socialization helps promote the education programmes in the United Kingdom. Interna-
significance, use, and application of this concept in the tional Journal of Nursing Studies, 33(5), 506–518.
Gerrish, K. (2000). Still fumbling along? A comparative
nursing profession. However, the analysis results do
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the Tehran University of Medical Sciences & Health
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Services Grant 468. The authors would like to thank Howkins, E. J., & Ewens, A. (1999). How students experi-
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