Role Transition And Intent To Stay In Academia

This essay will summarize two articles on role development and reflect how they can relate to the role of a nursing student.

Article 1, “The professional socialization of graduating students in generic and two-plus-two baccalaureate completion nursing programs”, mainly examined role socialization discrepancy or capacity associated with the accumulation of work experience, between graduating students from two-plus-two baccalaureate nursing program and generic BSN program, as well as between nursing students from RN program and BSN program. Only slight correlation was found between role socialization capacity and nursing experience (Clark, 2004). This indicates that, for nursing students, role socialization capacity in a nursing workplace relies on many factors, such as problem-solving and critical thinking skills, instead of only on experience.

On reflection, the nursing profession is far more than a practical position. Instead, it entails the mastery of comprehensive knowledge in multiple disciplines, such as medicine, nursing, ethics, mental health, psychology, sociology, and communication, insightful synthesis of various knowledge and information, effective application of critical thinking to specific situations, self-examination and self-development in personal

The research discovered that their levels of role ambiguity or conflict were largely determined by their self-assessed competency. In other words, nurses with high confidence in their capacity tend to experience less role conflict while they transit from a practical nurse to a faculty nurse, and vice versa (Cranford, 2013). This reveals that nursing experience does not guarantee successful transition to a nursing