Do Nursing Education Affect Socialization of Nurse. Professional factors. Under this subcategory, we identified dissonance between professional ideals and practice reality, integration, extra-professional context. Also extra-professional agents and conditions, discrimination and isolation and also theory–practice incongruence and tacit knowledge. Personal factors: Time limitation, dependence, disintegration and personal beliefs. Educational factors: Focused education independent learning programmes and limited interactions.
Professional factors, Team building, working with peers, realignment between the reality of practice and professional ideals. Also leadership to align practice reality with professional ideals, collaboration, professional context, professional agents and conditions, professional support and relatedness.
Personal factors: Openness to others, communication, reflection, role observation (Condon & Sharts-Hopko, 2010), maintaining balance (Curtis et al., 2012), learning with friends, the strength to pursue more, pressure to succeed, fitting in (Love, 2010), status negotiation, status relocation (Thomas et al., 2015), social interaction, desire to seek professional knowledge (Holley & Taylor, 2009), internal motivation, forming professional identity, sense of belonging and educational experiences (Zarshenas et al., 2014).
Educational factors: Extracurricular networking (Condon & Sharts-Hopko, 2010), fostering resilience to maintain professional ideals, greater education, supportive teachers (Curtis et al., 2012), supportive clinical teachers and mentors (Brown et al., 2012), interactive learning and academic support (Holley & Taylor, 2009).
For socialization to occur, there must be a profession with members who are keen to be recognized in it. Despite the enthusiasm, the members may encounter setbacks in their attempt to socialize in the profession thoroughly. These may arise due to the professional set-up and structures or interpersonal glitches among members of the profession.
For example, we found that nursing students face career-related challenges such as discrimination, disrespect and being isolated by other members of the nursing profession during training. In circumstances such as this, students become withdrawn and lose interest in the training process when they actually could develop a positive self-image and professional identities through interacting with other members of the profession. Such situations could have a long-term effect on the nurse–patient relationship of such nurses since other studies suggest that positive self-image is essential for nurses to develop stronger therapeutic relationships with patients.