Category (n: number of contents ) Contents: outline of research findings (28)

[No.]

Differences in socialization process for each school year (10)

First-year students are better than fourth-year students in the Japanese version of the Modified Stone’s Health Care Professional Attitude Inventory. It was suggested that the first graders provided ideological answers, and the fourth graders provided practical answers as a result of education.

[3]

A majority of changes in a difference in values, norms, and professional behavior occur between the second and third course years in a college of nursing.

[21]

Image for nurses’ changes from angel to professional according to the second-year students.

[38]

Basic social competency score of the fourth-year students is better than that of the first-year students.

[43]

Basic social competency score improves with each grade.

[55]

Professional metamorphosis from a passive role in the early stages of learning to an active involvement in coping with one’s own personal and professional problems in the last year of the educational program.

[27]

There is no significant difference in basic social competency between the fourth-year and first-year students.

[58]

Basic social competency in late term is better than in early term among first-year students.

[61]

Basic social competency score of fourth-year students is the best among all students.

[62]

The impact of clinical competencies to professional socialization is significant only in fourth-year students.

[35]

Positive effect of improved social skills (5)

Improved social skills foster self-expression, honesty, delegation/assistance skills, and acceptance skills.

[42]

Improved social skills enhance self-esteem, satisfaction of school life, and friendships.

[41]

Nursing students with high social skills have feelings of adjustment and high motivation.

[14]

Improved social skills enhance healthy feelings.

[50]

Improved social skills decrease anxiety.

[60]

Professional commitment and idealism for professional identity (5)

Loss of idealism of professional identity after graduation.

[25]

Professional socialization is the dynamic, interactive process of development for professional identity.

[28]

Nursing students can attain the necessary professional commitment in this career through professional socialization.

[31]

Personal factors of facilitators are nursing students’ internal motivation, forming professional identity, and fostering resilience to maintain professional ideals.

[33]

“Establishment of one’s own view of medical profession” on professional identity is an important factor for basic social competency.

[67]

Modeling for professional socialization (5)

Results of the study failed to support the Cohen model.

[16]

The explanatory model of professional socialization in nursing and the five domains defined as self-growth for socialization are shown. The students’ domains are self-image, role conception, attitudes, values, personality, and students’ demographics. In the educational setting, the type of program, teaching method, and faculty characteristics are important factors.

[17]

The effect of the cognition of caring on socialization process.

[23]

Review of diverse theoretical model to explain professional socialization of nursing students.

[24]

Professional Socialization Guidelines for supporting students have been integrated and proposed for nurses and educators. Teaching and facilitation strategies, positive clinical learning environment, clinical support, and role models from professional nurses and educators were shown in the guidelines.

[26]

Impact of self-efficacy and self-esteem on socialization (3)

Decreased self-esteem, difficulty in acquiring professional skills because of disregard for others.

[49]

Critical thinking attitude, characteristics of self-efficacy, and self-fulfilling motivation were associated with socialization.

[63]

“Understanding of patients/efficacy of care” on clinical practice’s self-efficacy is important factors for basic social competency.

[67]