Professional Socialization Of Students Research Articles

PSYCHOLOGICAL FACTORS OF SPIRITUAL DEVELOPMENT AND SELF-REALIZATION OF PSYCHOLOGY STUDENTS

The purpose of the article is to analyze the psychological factors of spiritual development and self-realization of future psychologists at different stages of their educational and professional socialization. An empirical study was conducted with the participation of students (217 people), aged 16 to 25, who studied psychology at higher educational institutions in Ukraine. The following research methods were used in the study: "The Spiritual Potential of the Individual" by Pomytkin E., "Life meaning orientations" by Leont’ev D., "Test of Emotional Intelligence" by Hall N., "Psychological Well-Being Scale" Riff K., "Personal Differential" (as adapted in The St. Petersburg Bekhterev Psychoneurological Research Institute), "The questionnaire of diagnostics of practical psychologist’s personality orientation type" by Danilova T., "The questionnaire for the study of the process of spiritual self-realization of learning youth" Pomytkin E.; mathematical methods for processing empirical data using the IBM SPSS Statistics 20 package (comparison of means, linear regression analysis). It was revealed that 1.4% of the respondents have a high level of spiritual potential, 32.3% - a medium high level, 65.4% - a medium low level, and 0.9% - a low level. 20.7% of respondents have a high level of self-realization of the spiritual "Self", 46.5% - a medium level, 32.7% - a low level. Based on the regression analysis of the results of an empirical study, it has been proved that there are statistically significant individual psychological factors that have a noticeable impact on the manifestations of the spiritual potential of future psychologists (in 40% of cases due to the influence of variables: emotional intelligence, meaningfulness of life, humanistic type of professional orientation, personality, personality growth, egocentric type of professional orientation and self-acceptance) and their capaсity for spiritual self-realization while studying at higher educational institutions (in 20% of cases: life orientation, cognition and self-knowledge, environmental and aesthetic values). The article substantiates the need to focus on the formation and development of the humanistic type of students’ professional orientation, to create conditions for reducing the influence of egocentric attitudes during their familiarization with professional activity, to pay attention to the development of the young people’s emotional intelligence, meaningfulness of life and positive self-acceptance, when organizing the processes of educational and professional socialization of students in the educational setting.

The effect of instructors' clinical experience on professional socialization from the perspective of nursing students: A phenomenological qualitative study

Nursing students spend efforts to be familiar with their professional roles and professional values and to understand professional behaviors, functions, and values correctly in clinical practices. First and second-year nursing students are in the early stages of professional socialization in clinical practice. In the third year, students start to reach a level at which they are aware of the professional behaviors of instructors in clinical practice in terms of professional socialization. This study aimed to determine how the effect of instructors on the professional socialization of students in clinical practice was perceived by the students. The study used a qualitative design based on Heidegger's hermeneutic phenomenological approach. First, the content of the questions in the interview form and the aim of the study were explained to the students, and then the interviews were conducted with 10 students who agreed to participate in face-to-face in-depth interviews. The data were analyzed using van Manen's thematic analysis and three themes and seven sub-themes were determined. The themes of the study were as follows: (1) It may make professional socialization easier or difficult (subthemes: “It is important to be aware of my presence”; “Unfair practices related to marks and threat with marks”), (2) Instructors' communication with nurses affects us (subthemes: “Positive atmosphere of care”, “Acceptance in the clinic”), (3) I am aware of our instructors with clinical experience (subthemes: “Like someone in the clinic”, “Role model with care behaviors”, “Like carrying water in your palms”). In light of the results of this study, it has been understood that the clinical experience of the instructors is important. In addition, the importance of clinical experience in the employment of instructors has emerged.

The student time-budget and their adaptation to educational activities

The article examines the general picture of the use of their time fund by university students, its structuring, as well as the dynamics of time indicators related to the main spheres of students' daily activities in 2002–20. Particular attention is paid to educational activities as status-forming for full-time students. A survey of university students in Moscow, Omsk and Pskov was conducted in March 2019 – January 2020 by the sector for studying the daily activities and time budget of the ISRAS within the framework of the monitoring complex research "Daily activities of the urban population: time budget, values, social adaptation." The real behaviorur of students was analyzed in combination with the analysis of motivation to obtain higher education, adaptive opportunities for participation in educational activities and the success of professional socialization of students. It was revealed that the dominant motive for obtaining higher education - “the need to have a higher education diploma in order to get a good job” - not only retained (over the period 2002–20) its dominance and a significant “gap” from the significance of other motives, but its importance even rose. In general, the configuration of educational motivation has not changed much. Changes in resource time possibilities least of all affected the segment of daily activities related to the total work load (study time, paid work, unpaid work). The study time of students decreased more significantly for women (much less for men). The amount of time spent on physical recovery of students has decreased, but the space for studying in their free time has significantly expanded. It is shown that the types of students' value orientation in relation to educational activities have a connection with the volume, structure of educational time and other indicators. Indicators of adaptive capabilities of students for the implementation of educational activities are associated with the degree of preparedness of students to study at the university. It was revealed that the time spent on all educational activities and its structure in 2019–20 differs by the worst characteristics both in comparison with 1920 and in comparison, with other periods (the period of 1920–2020 was considered in dynamics).

Student initiative in international projects on preventive cardiology.

The article provides a practical example of the positive experience of the students of the medical academy in the international social project on combating arterial hypertension in order to improve the level of general competence and effective intellectual and professional socialization in getting higher medical education. The phenomenon of professional socialization should be considered along with the concepts of professional orientation, professional development, professional adaptation and professional becoming. Professional socialization is the ultimate link in the professional way of the individual. The algorithm of professional socialization of students in higher education consists of the following stages: professional orientation → professional development → professional adaptation → professional becoming → professional socialization. It should be noted that a personality who successfully socializes, has a well-defined social orientation, actively strives to self-determination and self-realization in society and is able of productive adaptation to the surrounding society on the basis of knowledge about social reality. In this case, the success of socialization is connected not only with the presence of specified qualities in the person, but, first of all, with the real actions in which these qualities are realized. By mastering the roles system, students acquire socially significant qualities, develop their worldview, their goals, motives, interests, feelings, personal and socially important needs, develop different types of competencies, including social competence, which will allow them to become what they want to become. Professional development of young talented individuals is possible only in open communication and interaction systems, it is in the international social projects of medical societies that constantly exchange energy and information with the environment, and at the same time, being a source of development and prospects for preserving the life of nation. Such a model of education supposes changing the role of teacher: the transition to joint actions with the student in new situations in an open, changing, modern world.

COMPETENCES OF STUDENTS OF HIGHER EDUCATIONAL ISTITUTIONS IN VITAL ACTIVITY: CONTENT ASPECT

Performingof traditional tasks regarding the formation of basic professional competences of students is impossible without effective development of their competences in vital activity safety. While solving such tasks it is necessary to combine thorough professional socialization of students, formation of scientific view. The goal of the work is to enlighten context aspects of competences of students of higher education institutions vital activity safety.To achieve it, we applied methods of content-theoretical and structure-systemic analysis, generalization and systematization. The article developed context-theoretical analysis of notions «competence», «competency», researched their structural components, and established system-formation connections. By the descendance logic from general to specific, we developed the content of competences of students of higher education institutions in vital activity safety.This individualized context characteristics of competences of students in vital activity safety by the types of their activity, and on the basic of that highlighted certain basic competences, which are necessary to form during training in specialty. During the course «Basics of Occupational Safety and Vital Activity Safety» in is possible to efficiently solve tasks in formation of health-preserving competence of students.By the results of context theoretical generalization, we concluded that the formation of competences of students in vital activity safety has to presume the development of psychological and individual characteristics and qualities of personality.The author's definition of the concept of «competences of students in vital activity safety» has been formed as meaningful and normative functional characteristics of student’s safe behavior that have a general cultural and professional orientation, and are implemented in organizational management and technological production activities.Their formation is provided by during the systematic course of «Basics of Occupational Safety and Vital Activity Safety», where the content of training activities contains the competence issues of the natural and man-made origin hazards, fire safety.

The Influence of Rankism on the Ethical Competence of Student Nurses in a Military Context

Developing ethical competence in nursing is integral to the process of professional socialisation during which students are taught the ethical values and norms of the nursing profession. The process of professional socialisation is however influenced by a range of factors related to the teaching and learning environment, such as organisational culture, teaching practices and role models. Students at a military nursing college are exposed to a unique environment rich in military culture. The findings discussed in this article formed part of a larger grounded theory study that aimed to determine the influence of the hidden curriculum on the professional socialisation of students in a military context. Data were collected from purposefully selected nurse educators and students by means of focus-group interviews and critical incident narratives. Findings revealed a significant influence of the abuse of rank on the ethical competence of students.

ПРО КОГНІТИВНУ СКЛАДОВУ ПРОФЕСІЙНОЇ СОЦІАЛІЗАЦІЇ ОСОБИСТОСТІ СТУДЕНТА

ПРО КОГНІТИВНУ СКЛАДОВУ ПРОФЕСІЙНОЇ СОЦІАЛІЗАЦІЇ ОСОБИСТОСТІ СТУДЕНТА

Theoretical Analysis of the Term “Professional Socialization” of Future Economists

The article deals with the problem of professional socialization of future economists, affirms the need for professional socialization of students in the learning process on the basis of the analysis of scientific and methodical literature, defines the term “professional socialization”, provides a schematic representation of the structure of professional socialization, presents the conditions of successful professional socialization, analyses the specifics of professional activities of economists. Author defines “Foreign language” as a discipline having great potential for forming professional socialization. The aim of the research: the main aim of this article is to review various ideas of professional scientists on the theory and practice of professional socialization, to clarify the notion of professional socialization. Research methods: the main research method used while working on the article is literature analysis for critical consideration of different scholars ideas on professional socialization and educational environments; also comparative method, content abstraction and generalisation are applied for concretising the notion of the term "professional socialization". Results: the notion of professional socialization and its structural concepts are concretised, grounded and described.

Association of Emotional Intelligence and Professional Socialization in Operating Room Students

Background & Aims: Socialization is a constant process throughout human life. The enhancers of socialization must be identified in order to promote this process. The present study aimed to investigate the correlation between the emotional intelligence and professional socialization of the operating room students at Isfahan University of Medical Sciences, Iran. Materials & Methods: This cross-sectional, correlational study was conducted on 93 operating room students at Isfahan University of Medical Sciences after determining the sample size. Data were collected using a demographic questionnaire, Shirring and Siberia self-report questionnaire of emotional intelligence, and professional socialization questionnaire by Toit. Data analysis was performed in SPSS version 16 using descriptive and inferential statistics. Results: The results of Pearson’s correlation-coefficient indicated direct correlations between the professional socialization of students and the total score of emotional intelligence (P=0.04), social component (P<0.001), empathy (P=0.04), and self-awareness (P=0.045). However, no significant associations were observed between emotional intelligence and the other components (P>0.05). Conclusion: According to the results, it seems that the professional socialization of operating room students is remarkably influenced by emotional intelligence and the level of learning in the academic environment. Given the importance of intelligence and socialization in the clinical environment and comprehensive patient care, clinical students must be adequately trained on emotional intelligence skills.

Investigating higher Education Students’ Professional Socialisation: a revised framework

ABSTRACTResearch on professional socialisation in higher education has been conducted in nursing, pharmacy, teaching and law, but there is a lack of studies on professional socialisation in tourism and hospitality education. This paper contributes to the body of knowledge by revising the professional socialisation framework ‘Conceptualising Graduate and Professional Student Socialisation’ through the findings of a broader study on the professional socialisation of Chinese international students enrolled in tourism and hospitality degrees at a particular Australian university. The study examined diverse stakeholders’ perceptions of attributes needed by Chinese graduates with Australian university qualifications in tourism and hospitality management entering the Chinese hotel industry. The revised framework, ‘Higher Education Students’ Professional Socialisation Framework’, suggests different processes for enhancing the socialisation and career development of Chinese international students with an Australian tourism and hospitality management degree through work-integrated learning; language learning and communication; teamwork and mentoring; and interactions among different stakeholders. Furthermore, workplace socialisation emphasises mentoring and recognises different approaches to career development. Finally, the revised framework explains how the different stakeholders impact on the professional socialisation of students and graduates. The revised framework, which has a cross-cultural dimension, is generic and can be applied to other fields of study and to both international and domestic students in higher education.

ADAPTATIONAL STAGE OF THE PROFESSIONAL SOCIALIZATION OF STUDENTS OF PEDAGOGICAL UNIVERSITIES

Introduction. The system of the Russian education needs highquality education of future teachers. Future teachers should be familiar with age and psychophysiological features of children, be ready to changes, non-standard labour actions, and be able to make independent decisions and to take responsibility for them. It is possible to provide formation of such qualities among modern teachers only through successful social adaptation of young specialists. The aim of this article is to present the authors’ program directed on the assessment of degree of students’ adaptation to pedagogical activity in the system of professional socialization. Methodology and research methods . The leading methodological approach to the study of this problem is the personality-oriented approach that enables to develop the monitoring toolkit to reveal the formation of most important professional qualities of students. The methods of the analysis and synthesis of the scientific publications and directive documents on the discussed problem were applied. Questioning, testing, mathematical-statistical methods of processing of the monitoring results were used when designing and approbation of the authors’ program. Scientific novelty and results . The concept “professional socialization” is defined; the constructive nature of professional socialization of students of pedagogical high school is disclosed. Under the stage of the first-year students’ adaptation, students are considered as subjects who plan, organize, direct and correct own activities in the course of preparation for learning. The methodology for organization of monitoring of professional socialization of students of pedagogical university is described. The methodology described includes the following three components: ideological, operational, behavioral adaptation. The criteria of professional socialization efficiency are highlighted: motivational and evaluative, cognitive, emotional and volitional, creative-activity; the criteria characteristics and compliance indicators are given. The pilot testing on approbation of the authors’ methodology was carried out at the Chelyabinsk State Pedagogical University (today the Southern Ural State Humanitarian and Pedagogical University) in the period 2013–2016; the results of the work are presented in this publication. Practical significance . Developed diagnostic toolkit enables to assess on a timely basis the level of social adaptation of future teachers, to identify the ways of increasing the quality of vocational training. The materials of the research could be useful for specialists who are engaged in the process of students’ adaptation to university environment; for leaders and managers of educational institutions; for teachers, lecturers and students themselves.

Supporting students in professional socialisation: Guidelines for professional nurses and educators

Professional socialisation of nursing students involves learning skills, attitudes, behaviour and professional roles, largely in the clinical area. During clinical accompaniment and reflective discussions with a group of undergraduate Baccalaureate nursing students in South Africa, students reported negative professional socialisation experiences, primarily in the clinical area. Such experiences could influence the quality of patient care. The objective of this study was to develop and validate guidelines to support professional nurses and educators in the professional socialisation of student nurses. Evidence was generated from an exploration and description of the perceptions of professional nurses regarding their role in the professional socialisation of students, the perceptions of nurse educators regarding the teaching and facilitation of professional socialisation of students, and the socialisation experiences of students. Following a sequential mixed-methods design, qualitative data guided the collection of quantitative data. All data and literature directed the development of these guidelines, which experts reviewed and validated according to a set of criteria. These guidelines focus on the clinical, nursing educational institution environment and values and beliefs of the nursing profession. Facilitation of sound work ethics, professional behaviour, cultural and gender awareness, role modelling and the application of a range of teaching strategies is proposed.

Управление человеческим капиталом современной молодежи на основе разработки модели взаимодействия работодателей, вузов и молодых специалистов в рамках компетентностного подхода

This article analyzes the use of human capital theory as applied to the youth labor market. A model of the interaction of social actors in the labor market of the&#x0D; Russian Federation is given. The article considers the concept of the youth potential and its components. Within the framework of this model the orientation of young&#x0D; job seekers to develop their potential for high economic benefi ts is required, while employers are involved in activities on the professional socialization of students&#x0D; and graduates in order to develop human capital and training of mobile professionals with a high level of professional and general cultural competence. The value&#x0D; of the proposed model is associated with the development of common cultural and professional competences. The model refl ects the economic behavior,&#x0D; characteristic of the young students and graduates, who receive higher professional education. This model is not the main but additional way to explain human&#x0D; behavior in the fi eld of employment, based on the conceptual and methodological basis of economic sociology.

TEACHING AND FACILITATION STRATEGIES FOR THE PROFESSIONAL SOCIALISATION OF STUDENT NURSES

A fundamental goal of professional socialisation in student nurses is to enhance nursing conduct and quality of care. Professional socialisation requires internalisation of characteristics typical of a profession when a student nurse learns and applies knowledge, skills, norms and values. The success of professional socialisation lies in the quality of teaching and learning. The quantitative phase of a sequential mixed methods study revealed the perceptions of nurse educators regarding their role in teaching and facilitation of professional socialisation. Findings informed the development of guidelines to support educators in planning and implementing teaching and facilitation strategies. Strategies should incorporate values and beliefs of the nursing profession, be student centred, take cognisance of the hidden curriculum and utilise various teaching, facilitation and assessment methods. The role of the educator in supporting students in a positive and empowering manner becomes imperative for professional socialisation of students.

Первичная профессиональная социализация студентов направления «Социология» учреждений высшего профессионального образования

Первичная профессиональная социализация студентов направления «Социология» учреждений высшего профессионального образования

Professional socialization of students in clinical nurse specialist programs.

Graduate nursing programs facilitate the transition of RNs to advanced roles through a complex process of professional socialization. The purpose of this study was to explore the professional socialization of clinical nurse specialist (CNS) students. Two hundred twenty-five students, representing 73 CNS programs, responded to an online survey. Both preprogram variables and educational experiences contributed to an adequate level of CNS socialization. Students' self-concept was strong, and they felt prepared to practice in the role, which was highly correlated with their perceptions of how well the program prepared them academically and experientially. Having a CNS mentor was positively associated with readiness to practice. Outcomes did not vary with cohort status, and online instruction did not impede socialization. These findings provide implications for CNS program advisement and design.

Teacher–student relationships in medical education: Boundary considerations

Background: Despite recent attention to the area of student mistreatment, there has been less emphasis on the problem of excessive or inappropriate intimacy between teachers and students. Although a certain amount of closeness to faculty is important to the professional socialization of students, excessive or inappropriate closeness can be coercive because of the power differential between teacher and student. This can cause discomfort, discrimination, or psychological and academic harm to students, who often feel too intimidated to express concern.Aims: We provide a framework that allows both faculty and students to discuss these issues more openly and to consider constructive strategies in their own settings.Method: We collected examples of boundary issues that individuals had experienced or knew that others had experienced in teacher–student relationships.Results: Examples of excessive intimacy include patterns of expressing favoritism for personal reasons, disclosure about personal or academic problems experienced by the teacher, and socializing with selected students, up to and including dating and consensual sexual involvement.Conclusions: Personal and situational risk factors may make teachers or students more prone to cross healthy boundaries. Education about boundary issues, including discussion of case vignettes, may help build awareness and thus help foster more balanced teacher–student relationships.

Professional socialisation of students of library and information science in a fieldwork programme

Professional socialisation of students of library and information science in a fieldwork programme