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The lived experience of socializatio...

Hoy, Josephina M.

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The lived experience of socialization to professional nursing in Canada: An existential phenomenological perspective.

Record Type:	Language materials, printed : Monograph/item
Title/Author:	The lived experience of socialization to professional nursing in Canada: An existential phenomenological perspective./
Author:	Hoy, Josephina M.
Description:	127 p.
Notes:	Source: Dissertation Abstracts International, Volume: 56-07, Section: A, page: 2545.
Contained By:	Dissertation Abstracts International56-07A.
Subject:	Education, Curriculum and Instruction. -
Online resource:	http://140.128.148.244/ctccon1/9539819.pdf

The lived experience of socialization to professional nursing in Canada: An existential phenomenological perspective.
Hoy, Josephina M.

The lived experience of socialization to professional nursing in Canada: An existential phenomenological perspective. - 127 p.

Source: Dissertation Abstracts International, Volume: 56-07, Section: A, page: 2545.

Thesis (Ed.D.)--Teachers College, Columbia University, 1995.

Aim of the study. The aim of this study was to uncover the meaning or structure of socialization to professional nursing as lived by nursing students in generic baccalaureate nursing programs in Canada.Subjects--Topical Terms:

576301
Education, Curriculum and Instruction.

The lived experience of socialization to professional nursing in Canada: An existential phenomenological perspective.
LDR:03442nam 2200325 a 45 001 939707
005 20110517
008 110517s1995 ||||||||||||||||| ||eng d
035 $a (UMI)AAI9539819
035 $a AAI9539819
040 $a UMI $c UMI
100 1 $a Hoy, Josephina M. $3 1263815
245 1 4 $a The lived experience of socialization to professional nursing in Canada: An existential phenomenological perspective.
300 $a 127 p.
500 $a Source: Dissertation Abstracts International, Volume: 56-07, Section: A, page: 2545.
500 $a Sponsor: Elizabeth Maloney.
502 $a Thesis (Ed.D.)--Teachers College, Columbia University, 1995.
520 $a Aim of the study. The aim of this study was to uncover the meaning or structure of socialization to professional nursing as lived by nursing students in generic baccalaureate nursing programs in Canada.
520 $a Understanding the socialization to professional nursing as lived by students fosters among educators more attentiveness to the Being of students in their becoming the persons they want to be.
520 $a Method. Since the phenomenon has not been fully understood from the perspective of learners, the existential phenomenological perspective seemed to be the most desirable to follow. This approach provided a rich data base for the understanding of students' way of being-in-the-world. Open-ended interviews were conducted with twelve (12) participants, all recent (within the past five years) graduates from undergraduate nursing programs in Canada. All participants were employed at the time of the study in teaching health centers in eastern Canada. van Manen's phenomenological research approach was used as a guideline in conducting the study.
520 $a Findings. The descriptions of lived socialization to professional nursing generated five (5) essential themes and six (6) subsuming themes, the latter being necessary due to the complexity of the phenomenon being studied. The five essential themes were: (1) the decision to study nursing; (2) lived life with professors/ instructors; (3) clinical learning as lived experiences; (4) lived life with clinical nursing staff and patients; and (5) graduation and beyond. The six subsuming themes were: (1) growth; (2) affirmation; (3) celebration; (4) struggle; (5) survival; and (6) oppression.
520 $a Implications for nursing. The findings of this study have great significance to practice, research, education, and administration. Understanding the lived experiences of nursing students' socialization to professional nursing will invite educators to commit to helping their students develop critical consciousness, and to discover and choose themselves. It further beckons administrators, nurse practitioners, and nurse educators to engage students in dialogue about what it is like to be human, to grow, and to be. Educators and students will engage in transforming the nursing curriculum into one that is truly emancipating and liberating. The direction for further research points to conducting more studies on the same phenomenon, in different contexts and using different participants--most significantly more male nursing students.
590 $a School code: 0055.
650 4 $a Education, Curriculum and Instruction. $3 576301
650 4 $a Health Sciences, Education. $3 1017921
650 4 $a Health Sciences, Nursing. $3 1017798
690 $a 0350
690 $a 0569
690 $a 0727
710 2 $a Teachers College, Columbia University. $3 1018028
773 0 $t Dissertation Abstracts International $g 56-07A.
790 $a 0055
790 1 0 $a Maloney, Elizabeth, $e advisor
791 $a Ed.D.
792 $a 1995
856 4 0 $u http://140.128.148.244/ctccon1/9539819.pdf