Original Research

Facilitators of professional socialisation of learners in the clinical learning areas: A qualitative systematic review

Julia L. Mafumo, Azwidihwi R. Tshililo, Takalani R. Luhalima
Curationis | Vol 45, No 1 | a2172 | DOI: https://doi.org/10.4102/curationis.v45i1.2172 | © 2022 Julia Langanani Mafumo | This work is licensed under CC Attribution 4.0
Submitted: 24 June 2020 | Published: 17 February 2022

About the author(s)

Julia L. Mafumo, Department of Advanced Nursing Science, Faculty of Health Sciences, University of Venda, Thohoyandou, South Africa
Azwidihwi R. Tshililo, Department of Advanced Nursing Science, Faculty of Health Sciences, University of Venda, Thohoyandou, South Africa
Takalani R. Luhalima, Department of Advanced Nursing Science, Faculty of Health Sciences, University of Venda, Thohoyandou, South Africa


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Abstract

Background: Professional socialisation is significant in nursing as it involves immersing learners in the profession so that they adopt the ethical values and conduct of the profession. It is in the clinical learning areas where learners observe and practise those values. The objective of the review was to explore the factors that promote professional socialisation of learners in the clinical learning areas. The problem is the inadequate support for learner nurses in the clinical learning areas. The South African community has lost trust in nurses and that was even acknowledged in the national nursing summit in 2011.

Objectives: To present a review of the factors that facilitate professional socialisation among undergraduate nursing learners.

Method: A systematic review was conducted on literature from 2008 to 2018. The literature search focused on factors that facilitate professional socialisation of learner nurses. A search of databases was conducted in CINAHL, MEDLINE, Google Scholar and Science Direct. The search focused on literature on professional socialisation of learner nurses published from 2008 to 2018. The search resulted in 3035 articles which were further reduced to 13 after further synthesis. Critical appraisal skills programme was used to assess the quality of the studies.

Results: Three main themes emerged. Learner factors, factors in the clinical learning areas and interpersonal factors were identified as the factors that facilitate professional socialisation of learners.

Conclusion: Learners should have self-motivation and be supported and assisted to develop a positive professional identity. The clinical learning environment should have effective communication that fosters learning. Professional nurses should act as exemplary role models so that learners can emulate the conduct and practice. The review brought to light that the professional socialisation of learners is affected by the learner factors, clinical learning areas and personal factors.


Keywords

professional socialisation; learner nurses; professional nurses; clinical learning environment; role model

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Crossref Citations

1. Expectations of learner nurses in sampled clinical areas of the Limpopo province, South Africa
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