Part1 - Introduction
Definition of professional socialization
Part 11
Four Stages of Role transition
Part 111
Two barriers to accomplishing Claywell’s fourth
Part 1V
Claywell’s eight (areas) of differences between LPNs and RNs role
Part V – Conclusion
Professional socialization plan
Part 1- Introduction
This essay reflects on pertinent issues in health care delivery as it relates to transition from a professional position of licensed practical nurse (LPN) into the category of registered nurse (RN). As described by Janice Ellis (2011), Celia Hartley (2011) and Lora Claywell (2009) it is a process of professional role socialization, which has distinct features. If the theoretical and practical aspects of these features be embraced the transition process could be facilitated.
Definition of professional socialization
According to Janice Ellis (2011) and Celia Hartley (2011) professional socialization is the act of becoming compatible with current changes occurring in the society that would enable the professional to function efficiently within a social context. References were made to antique concepts of professional socialization, which have now become obsolete and irrelevant. For example, when the concept ‘nurse’ is described as a nurse, it is currently considered ridiculous and unpopular because that definition does not explain who the professional is or articulates any meaning of professional socialization (Ellis & Hartley, 2011).
Further, a series of definitions were offered highlighting how socialization has created relevance to the concept nurse and nursing as a profession. The authors made references to the philosophical ideas initiating professional practices into its scientific evidence-based modernistic science. Eventually, three distinct criteria of professional socialization emerged from the lengthy discourse distinguishing professional from profession. Primarily, a profession is a legislative portfolio whereas a professional is one who functions within that designated portfolio. Three criteria, which integrate professionals into the socialization process, include the employee engagement in a profession; an employee who has completed specified educational/academic requirements to function within the discipline/job and one who practices based on licensure requirements. Socialization is a learning and adaptation process in itself. Therefore, every profession has its socialization components (Ellis & Hartley, 2011).
In nursing the first stage is obtaining the required education to function within a desired profession or expertise. The other is meeting the requirements for licensure, which is a hurdle professionals must cross to become illegible for practice and employment. Learning content, aligning it to relevant roles to for delivery of care, encompasses appropriate articulation of these three criteria for professionals to achieve socialization in nursing science (Ellis & Hartley, 2011). .
Every profession has its unique educational specifications. These are based on the expectations of customers within that particular industry. For example, in the health care industry professionals are expected to know and apply content related to the human body. Therefore, subjects such as anatomy and physiology of the human body are mandatory content for persons practicing as registered nurses (RNs) or licensed practical nurses (LPNs). After they have mastered relevant content students are expected to pass examinations at a certain level, which makes them eligible to apply for licensure to practice. This second phase of professional socialization now equips the professional with skills that are marketable. Ultimately, employment becomes accessible (Ellis & Hartley, 2011).
Part 11
Four Stages of Role transition
Four important stages of role transition from LPN to RN begin with role conflict. Sociologists describe this phase also as role confusion because the individual does not quite know how to switch roles efficiently. The reason mainly is due to a mental adaptation, which does not occur instantaneously. This is why there has to be a gradual movement from the LPN stage into RN. This conflict could persist way into the transition from LPN to RN function. Primarily the LPN has to move in consciousness from performing LPNs’ tasks. At the same time attention must be given to the limitations encompassing the LPN licensure requirements while carrying out duties under supervision that will ultimately lead to registered nurse licensure (Claywell, 2009).
This role conflict emerges into a phase of alienation by LPNs who feel disrespected and out of connection with registered nurses’ community on the clinical setting. They (RNs) often exhibit a ‘better than attitude.’ This sense of alienation creates a barrier towards effectively tranferring theory into practice. It is believed that LPNs are inferior professionals in the healthcare profession and their knowledge is not valuable. Consequently, the third phase surfaces whereby the LPN begins to develop a feeling of inadequacy within his/her role. Importantly, these other people (RNs) are more qualified and administer opinions rather than supervise them into achieving competencies as they or greater (Claywell, 2009).
This stage could be very painful and the LPN often becomes very frustrated to the extent of wanting to quit. However, with counseling these challenges can be resolved when student support intervenes to rescue the struggling LPN amidst a harsh clinical setting. This final stage is the one every LPN yearns for at the end of training when certification along with licensure is achieved. It is known as collegiality whereby LPNs and RNs blend in the clinical setting to produce better outcomes in patient care. This blend would be manifested as new RNs transitioned from LPNs working alongside older more experienced registered nurses (RNs) (Gordon, Melrose, Katherine, Janzen & Jean Miller, 2013)..
This concept is particularly applicable to welcoming LPNs/RNs into an integrated community of professionals. It means acknowledging and respecting differences among colleagues by demonstrating cultural competency. More experienced registered nurses could volunteer their services as role models to less experienced RNs who have recently transitioned from LPN roles. After reviewing the four stages of transitioning from LPN to RN alienation seem to be my place at this point in time due to struggles blending with the RNs on my clinical areas. Clinical instructors have facilitated this transition phase through validation and being on site many times
Part 111
Two barriers to accomplishing Claywell’s fourth stage
Two obvious barriers, which are likely to surface in preventing realization of Claywell’s fourth stage representing the development of collegiality, pertain to generational gaps in the work environment and issues of completing tasks as a unit or team.
Generational gaps in the work environment
In health care settings usually the hieratical structure consists of Registered Nurses (RNs); Licensed Practical Nurse (LPNs) Certified Nursing Assistants(CNAs) and in more contemporary health care settings certified Nursing Assistant are being replaced by patient care technicians and medical assistants depending on the clinical demands. In the job market today people of several ages groups are competing for placement due to their different socio-economic backgrounds.
Consequently, it is inevitable finding people of the same age group on wards or clinics. Research has shown where generations overtime have developed different attitudes towards work and completing tasks, even though they may had gone through the same training. Further, it was discovered that millennials form a major part of our labor force in the twenty-first century. They have a unique work culture, which is often incompatible with traditional work values. This generation is classified as people born during 1980 and 2002. Researchers perceive them to be a technologically sophisticated generation and highly capable of multitasking. However, thinking independently appeared to be a challenge since they rely heavily on parents for guidance while in the outside world (Schullery, 2013).
Therefore, blending LPNs into a system with RNs who might be older could pose serious difficulties. Alternatively, there might be LPNs who are older than RNs within the clinical setting because they did not have opportunities to leave school and go straight into becoming a registered nurse. These LPNs could feel intimidated by younger RNs as supervisors as well as the younger LPNs by older RNs. Variations in the thinking capacities between these generations could pose extreme communication difficulties. As such, this could become a serious case requiring professional role socialization expertise. Transition difficulties could become complex to resolve if not strategically.
Two resources for resolving generational gaps in the work environment
Two valuable resources administration can adopt in addressing this generation gap issue in the collegiality phase of LPNs’ transition into RNs’ position are creating interdependence through staff training, especially, among LPNs and RNs. The next is establishing workplace behavior protocol regarding how employees should respond to each other based on their employment status and age differences. These two techniques might be unique to the particular organizations in which they are practiced. However, once they have been proven successful these strategies can be applied as a precedent for other work places.
Completing tasks as a unit or team.
In nursing clinical practice, tasks are organized to be executed by teams. A team is usually led by an experienced registered nurse (RN), but consists of licensed practical nurses (LPNs); Certified Nursing Assistants (CNAs) and patient care technicians (PCTs). Each category of health care provider in the clinical setting is licensed to function according to the nursing board specifications for that particular classification. Consequently, the team is designed to execute patient care by compiling tasks applicable to team members.
Licensed practical nurses (LPNs) are not trained to be team leaders. As such, they are not authorized to instruct CNAs or patient care technicians PCTs in the clinical setting. Often the ideal classroom team is not always be available actual clinical settings. Teams sometimes have missing parts, especially, when there is shortage of staff with patient overload. In these situations nurses are pressured into delivering the best patient care with the least available resources. This creates a difficulty in assigning required specific staff. Consequently, a LPN may have to manage a clinical area in the absence of a RN and the team organization collapses along with the potential for building collegiality. The LPN transitioning to RN becomes more frustrated with clinical teams, which may not function according to classroom specifications.
Two resolutions to this challenge of completing tasks as a unit or team.
Two resolutions to this challenge of completing tasks as a unit or team in relation to transitioning into collegiality are first adequate staffing and second encouraging specialization among LPNs and RNs. When there is a shortage of nurses on clinical areas no compromises should be made by administration regarding protocols. Therefore, when blending through team/unit activity to execute effective patient care, team members while functioning independently must be supported by enough skills within the team. Enough skills mean appropriate staffing with the right nurse for the right patient at the right time.
Some nurses during their training develop a love as well as the expertise for functioning in specific clinical settings. Potential specialization appears in pediatrics, surgery, medicine, accident and emergency and intensive care unit. These nurses ought to be offered upgraded training/exposure to facilitate efficiency and team cohesiveness.
Part 1V
Claywell’s eight (areas) of differences between LPNs and RNs role
Three of Claywell’s differences between RN and LPN roles that will be discussed in this section of the essay are patient teaching, communication and educational preparation.
Educational preparation
These three features of nursing science are significantly different because the registered nurse (RN) is equipped with more knowledge through educational preparation in medicine, surgery, interpersonal relationship/leadership and general nursing practice. Their role expectation is to function at a higher level regarding imparting information.
Patient teaching
Further, skills obtained by the RN to impart patient teaching are at a very higher level than LPNs and more intense. Patent teaching involves effective communication. While the LPN is expected to demonstrate effective communication when interacting with patients he/she is not required to spend time teaching, but deliver the tasks assigned by offering brief explanations into reasons for the procedures executed. These differences are implemented during tasks’ allocations and assignments in the clinical setting.
Communication
Details are given by the registered nurse who had more training is knowledgeable. These three differences are an integral part of the RNs’ role because as leader of the team he/ she must take responsibility for demonstrating with dexterity essential skills learnt in the classroom environment.
Part V – Conclusion
Professional socialization plan
My professional socialization plan encompasses designing strategies that will help me successfully transition through Claywell’s four stages whereby in the end collegiality would have been created. Successful integration into the RN role is my goal. Margaret Stout (2015) advocated ‘enhancing professional socialization through the metaphor tradition.’ The assumptions is that by exposing students to theoretical choices enhances the transition process by reducing th effects of alienation, inadequacies and role conflict. Apart from researching theories that facilitae he process my aim is to use someone as a support or role model to guide me on this journey.
References
Claywell, C. (2009). LPN to RN Transitions. (2nd ed). St. Louis, MI: Mosby.
Ellis, J., & Hartley, C. (2011). Nursing in today’s world. Trends issues and management (10th
ed). Philadelphia. PA. Lippincott. Williams and Wilkins.
Gordon, k. Melrose, S Katherine J. Janzen K., &, Jean Miller, J. (2013). Licensed Practical
Nurses becoming Registered Nurses: Conflicts and responses that can help. Clinical Nursing
Studies.1(4);
Schullery, N. (2013).Workplace Engagement and Generational Differences in Values. Business
Communication Quarterly 76(2) 252–265
Stout, M. (2015). Enhancing Professional Socialization through the Metaphor of Tradition.
