Tuesday, January 17, 2017

article notes: Previous work experience and organizational socialization

continuing my journal article each day for 30 days - 17/30:
Adkins, C. L. (1995). Previous work experience and organizational socialization: A longitudinal examination. Academy of management journal38(3), 839-862.

"the process through which individuals change from outsiders to functioning members of an organization is still an inadequately explored phenomenon"

"The primary purpose of the present study was to extend research on socialization by examining the effects of work experience prior to a given organizational entry on the socialization process."

"The sample was composed of 171 mental health specialists employed by seven inpatienl facilities of a southeastern state's department of mental health."

Findings indicate that previous work experience inhibited socialization. A possible explanation given (though not tested) is that people with prior work experience were over confident and did not pay attention to the orientation instructions.

Monday, January 16, 2017

article notes: Beginning students' definitions of nursing

For my ongoing article a day for 30 days effort - day 16:
Cook, T. H., Gilmer, M. J., & Bess, C. J. (2003). Beginning students' definitions of nursing: An inductive framework of professional identity. Journal of Nursing Education42(7), 311-317.

Study identifies development of a professional identity as important
Identity in nursing can be defined as the development within nurses of an internal representation of people- environment interactions in the exploration of human responses to actual or potential health problems.
Quotes Flexner:
Flexner (1915) extended the concept of personal identity development by describing criteria of a profession as knowledge, individual responsibility, autonomy, and altruism.
Notes that previous studies have shown an evolution of nursing student identities toward those more in line with actual staff nurses as they progress through their curriculm.

The study claims to develop a "descriptive approach to develop an inductive framework of professional identity"
The goal of the analysis was to identify and describe concepts used in beginning students’ definitions of nursing.

Qualitative survey

Asked 109 nursing students "What is your definition of nursing?"

Responses were analyzed and characterized as nouns, verbs, or transactions.

Probably most interesting note from the study was this:
In this study, beginning students’ definitions of nursing included very few descriptions of ethics, cultural, legal, and economic issues in clinical practice.
Which leads to a conclusion that there is an opportunity for expanding the curriculum to deal with these deficits.

Sunday, January 15, 2017

article notes: Mentorship in rural healthcare organizations

For my ongoing article a day for 30 days effort - day 15:
Rohatinsky, N., & Ferguson, L. (2013). Mentorship in rural healthcare organizations: challenges and opportunities. Online Journal of Rural Nursing and Health Care13(2), 149-172.

People stay in rural environments if they feel connected:
Rural healthcare professionals were more likely to remain in rural areas if they were connected through peer support networks, had relationships with both urban centers and rural communities, and had means to communicate electronically with others.
used grounded theory
Purposive and theoretical sampling was used to recruit participants - N = 27
Should look into this:
Lincoln and Guba’s (1985) trustworthiness criterion for establishing rigor within a qualitative framework included the categories of credibility, transferability, dependability, and confirmability.
Importance of mentoring in rural environment included getting new nurses up to speed quickly because they would be expected to perform independently

Because rural nurses were working either alone or with minimal staff from another discipline, there were few opportunities for natural mentoring arrangements
Inter-professional mentorship of employees has been relatively unexplored in the literature, but several managers in the study discussed its presence and importance. Marshall and Gordon (2010) described the goal of inter-professional mentorship as learning about and from other professions in order to provide quality care to clients.

Friday, January 13, 2017

article summary: Attributes of Open Pedagogy - A Model for Using Open Educational Resources

For my ongoing article a day for 30 days effort - day 13:
Bronwyn Hegarty, Attributes of Open Pedagogy: A Model for Using Open Educational Resources
I've chosen this article because I have decided to try "open pedagogy" for my OB class this spring. I'll be looking at a number of articles about employing this educational approach.


“Open Educational Practices (OEPs) constitute the range of practices around the creation, use, and management of open educational resources with the intent to improve quality and innovate education” (OPAL, 2011a, p. 4)
Five principles of openness are considered by Conole (2013) to be necessary for OEP, comprising open tools and processes that promote:
(1) collaboration and sharing of information;
(2) connected communication about learning and teaching;
(3) collectivity to grow knowledge and resources;
(4) critique for the promotion of scholarship; and
(5) serendipitous innovation. (Conole, 2013)
 Attributes of Open Pedagogy
1) Participatroy technologies
2) People, openness, trust
3) Innovation and creativity
4) Sharing ideas and resources
5) Connected community
6) Learner generated
7) Reflective practice
8) Peer review

Wednesday, January 11, 2017

article notes: Career Development in the First Year at Work

As part of my 30 days of reading an article a day, today's article is (11/30):
Mansfield, Roger, (1976 ?). Career Development in the First Year at Work: A Study of Graduates Entering Two Large Firms. Occupational Psychology

Associates first year of work with early adult development
At the beginning of a career, two processes seem to be of particular importance; the first is the process of occupational choice, and the second is the process of socialisation
 The trial period is "cyclical" with trials repeated until the individual finds a career he is sufficiently committed to. Socialization follows choice.

Methods: used surveys prior to the beginning of work, and then two sets of interviews. The interviews took place at 2 months and 10 months after the start of work.


Recruits were trying to fit their present position into a longer term scheme. They were concerned about how much of themselves they should invest in their work, a concern that may be viewed as a defence against possible failure in it.

Desire for autonomy - either by getting a promotion or leaving for a smaller company

Career commitment at this stage is fragile

Tuesday, January 10, 2017

article notes: The College-to-Career Transition

As part of my 30 days of reading an article a day, today's article is (10/30):
Murphy, K. A., Blustein, D. L., Bohlig, A. J., & Platt, M. G. (2010). The college-to-career transition: An exploration of emerging adulthood. Journal of Counseling and Development: JCD88(2), 174.
I am currently working on a study of early careerists who recently made their transition to the working world from college, so this is a very appropriate article.


Methods: 10 subjects - 5 men, 5 women

"consensual qualitative research (CQR) seeks to imcover the multiple tuths of individuals, while also aiming to identify common themes that may be generalizable to the larger population."

Each subject was interviewed once for between 45 and 90 minutes.

Defines "emerging adulthood" as a developmental stage.

The authors found that even when the subjects described a "rough transition" to adult life, they did not report associated lower levels of satisfaction. They did find that social support did help with higher levels of satisfaction.
In actuality, when asked about the guidance they received in high school and college with regard to their career exploration, many participants felt that their counselors were not very helpful.
Interesting that the subjects reported an interest in side gigs:
An additional finding was participants' ability to leave work at work and to put time and energy into outside interests with the potential that these interests could tum into professional opportunities.

Monday, January 9, 2017

article notes: Socialisation of new graduate nurses

 As part of my 30 days of reading an article a day, today's article is (9/30):
Feng, R. F., & Tsai, Y. F. (2012). Socialisation of new graduate nurses to practising nurses. Journal of Clinical Nursing, 21(13‐14), 2064-2071.

Methods: "qualitative descriptive design" - "Although qualitative description does not allow for a high level of interpretation, it does offer a precise description of events, as well as an account of the meanings that participants would agree is true."

Qualitative descriptive design does not seek theory development as an end product, unlike grounded theory. (? will have to look into this)

Only had an N =7, did one, in-depth interview of 2-4 hours.

Develops 3 stage model of socialization:

  1. Overwhelming chaos
  2. Learning by doing
  3. Being an insider

When new graduate nurses first entered the workplace, they received so many stimuli they experienced sensory overload. These stimuli had two aspects: environmental and professional.
The theme of ‘overwhelming chaos’ describes the new graduate’s awareness of stimuli from the workplace, which made them feel disorganised, self-defeated and ambiguous about their role.
Learning by doing

Had to make transition from theoretical skills to practical skills required by the specific job and specific organizaiton.
The process of becoming a professional nurse involves not only passing examinations and being registered to practice but also a complex process of induction into a wide range of formal and informal norms that have to be taught and learned. 
Reluctance to admit ignorance
Because ‘not knowing’ was perceived by new graduate nurses as a weakness, rather than an expected state of professional orientation, they were reluctant to attend orientation programmes or in-service education courses in the hospital. 
Being an insider

Transition took 5 months according to article. This is consistent with my early careerist research as well.
After five months of work as practising nurses, informants felt less stress and more confidence about working in the clinical area. Feeling ‘part of the team’ was very important for the new graduate nurses.