Browsing by Subject "Socialization"

Now showing 1 - 4 of 4
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    Becoming an RN : a hermeneutic phenomenology study of the socialization of graduate RNs
    (2017-08-30) Hostutler, Jennifer J.; Reising, Deanna L.; Bemis, Cynthia Marie; DeMeester, Deborah; Miller, Wendy Renee
    Nationwide, there has been a trend for acute care facilities to hire a greater percentage of new graduate registered nurses (GRNs). It has been estimated that in acute care 42% of newly hired Registered Nurses (RNs) are likely to be new graduates; and turnover rates for these new hires can range between 35 and 60 percent. A high turnover rate of RNs can have several negative consequences including increased cost in training and recruitment, and decreased quality of patient care. Current literature has identified challenges that occur during the transition period between being a student and becoming a registered nurse. There is a gap in the literature regarding an understanding of the experience of the newly graduate RNs and an understanding of when GRNs feel like they are fully functioning as an RN and part of the health care team. A Hermeneutic Phenomenology study was conducted in a 500 bed acute care facility in Northeast Ohio. Ten GRNs agreed to participate in the study and completed one-on-one interviews with the researcher. Themes that emerged focused on the process of transitioning into the role of RN. Participants discussed challenges of the new RN role, especially their first code experience. Major themes that emerged included: self-esteem and confidence, development of critical thinking, mentoring, bullying, amount to learn, and high expectations.
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    Effectiveness of Occupational Therapy Interventions to Promote Social Participation in Children and Young Adults with Autism Spectrum Disorder
    (2023-05) Chelmella, Payton; Jackman, Ellie; Negash, Shushan; Richardson, Nicole; Vaccaro, Hannah; Chase, Tony; Sego, Daniel; Department of Occupational Therapy, School of Health and Human Sciences
    A systematic review of the literature related to effective occupational therapy interventions on socialization for children and adolescents with Autism Spectrum Disorder (ASD). This review provides a comprehensive overview and discussion of 25 studies that addressed the variety of interventions that can be used when targeting social skills including sensory integration, animal-assisted interventions, technology, play, school-based, and caregiver-assisted interventions. The findings reveal that the use of these interventions is clinically significant yet there is limited evidence to support generalizability to the population. This review supports the premise that children and adolescents with ASD who experience socialization challenges as compared to typically developing peers can improve their social skills through these interventions.
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    Rethinking graduate student socialization and identification: how the communication discipline can help
    (Informa, 2020-08-24) Hoffmann-Longtin, Krista; Brann, Maria; Ridley-Merriweather, Katherine E.; Bach, Betsy Wackernagel; Department of Communication Studies, IU School of Liberal Arts
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    Socialization of Graduate and Medical Students into Academic Careers
    (Indiana Medical Student Program for Research and Scholarship (IMPRS), 2022) Stamper, Gavin; Sotto-Santiago, Sylk
    Purpose: Socialization is the process through which individuals acquire and incorporate understanding of the organizational culture with shared attitudes, beliefs, values, and skills. This process differs from student to student but is impacted by culture. Our study examines the socialization of medical and graduate students into academic careers and considers their cultural background. Methods: This research uses the CECE model for cultural engagement along with the graduate student socialization scale by Weidman & Steins (2003). Study population included graduate, medical, and professional students. Participants were recruited via social media advertising as well as targeted communication through various national organizations and school diversity offices. The survey was available from June 15, 2020 and preliminary data was taken on July 8, 2020 which yielded 110 survey responses. Demographics: Race/Ethnicity: Asian/Asian American (18.39%); Black/African American (10.34%); Latina/o/x/e (6.90%; Middle Eastern or Northern African (2.30%); White (59.77%); Multiracial (1.15%); Caribbean (1.15%). Gender: Woman (69.41%); Man (21.28%); Genderqueer/fluid, Questioning/Unsure, Trans Man, Trans Woman, Non-binary (1-3% each). Sexual orientation Heterosexual/straight (68.24%); Bisexual (7.06%); Gay (8.24%); Queer (5.88%); Lesbian, Asexual, Pansexual, Questioning/Unsure, prefer not to respond (1-4% each). Results: Between 58-62% of respondents report never being given an opportunity to: engage in research that helps advance their knowledge of inequities, engage in research relevant to their identity, engage in research contributing to the improvement of the communities with whom they identify. Most students (56-71%) have never discussed becoming a faculty member, what it entails, or other careers in academia. Conclusions: Students report lacking cultural engagement in research; this includes both learning about the cultural communities they belong to but also working on research aimed to improve those communities. Institutions have an opportunity to fill a gap in education by working towards a more culturally engaging campus environment while also recruiting students to academia.