Discussion In The Health Care System Socialization Occurs

Discussion 1in The Health Care System Socialization Occurs As A Nurse

Discussion #1 addresses the process of socialization within the healthcare system as nurses transition into their professional roles. This process begins with new nurses becoming familiar with their work environment, colleagues, and organizational culture. This familiarity fosters a sense of belonging, which is integral to the development of professional identity—a crucial component of socialization. Professional identity involves how nurses perceive themselves in their roles, including their ability to perform nursing functions proficiently and responsibly (Zarshenas, Sharif, Molazem, Khayyer, Zare, & Ebadi, 2015).

Furthermore, socialization occurs as nurses gain confidence in their clinical skills and decision-making abilities. The development of a professional identity and confidence is often facilitated by preceptors—experienced nurses who guide newcomers through their initial interactions within the healthcare setting. Preceptors educate new nurses on organizational protocols, introduce them to colleagues and physicians, and help them navigate complex clinical situations. Sometimes, new nurses may feel intimidated by physicians, but preceptors play a pivotal role in alleviating these fears through introductions and mentorship, fostering a collaborative and respectful environment.

Personal commitment and internalization of nursing values are vital in the ongoing process of professional socialization, encouraging nurses to grow into competent practitioners. The dynamic of becoming a nurse involves more than acquiring technical skills; it encompasses adopting a professional identity rooted in ethical practice, accountability, and responsibility (Zarshenas et al., 2015). Therefore, socialization is a continuous process that shapes nurses' confidence, competence, and their integration into the healthcare team, ultimately influencing patient care quality and organizational effectiveness.

Discussion 2: Application of Kurt Lewin’s Change Theory and Healthcare Education

Kurt Lewin’s Change Theory provides a framework for understanding how individuals and organizations undergo change by moving through three stages: unfreezing, changing, and refreezing (Butts & Rich, 2018). In a healthcare context, this theory can be applied to patient education, particularly in promoting behavioral modifications that support health and safety. For example, healthcare professionals can employ this model when educating residents on fall prevention or nutritional habits. Initially, it is essential to unfreeze existing behaviors—making individuals aware of the need for change. This awareness might involve highlighting the risks associated with unsafe behaviors or poor nutrition.

Following this, the changing phase involves guiding residents through acquiring new knowledge and skills—such as understanding the importance of use of assistive devices or adopting healthier eating patterns. Educational strategies include printed materials, group discussions, and family sessions, which empower residents to take an active role in their health management. As residents internalize this new information and adopt healthier behaviors, they move toward the refreezing stage, solidifying these habits as part of their routine.

However, the application of Lewin’s Change Theory in clinical practice has limitations. Despite its usefulness in framing change processes, successful behavior modification is subject to numerous internal and external factors. Internal factors may include residents’ motivation, cognitive ability, and emotional state, whereas external influences could encompass environmental factors, support systems, and healthcare provider engagement. Research indicates that even when healthcare professionals employ change management strategies properly, outcomes are not guaranteed due to these complex variables (Barrow & Toney-Butler, 2019).

Long-term healthcare settings must therefore adapt change strategies to account for individual differences and contextual barriers. Combining Lewin’s model with ongoing motivation and reinforcement techniques can enhance the likelihood of sustained change. Recognizing these limitations underscores the need for a multifaceted approach in implementing evidence-based practices that accommodate diverse patient needs and circumstances (Schoberer, Leino-Kilpi, Breimaier, Halfens, & Lohrmann, 2016).

References

• Barrow, M., & Toney-Butler, T. J. (2019). Leadership and change management in nursing. Nursing Management, 50(3), 40-47.
• Butts, J. B., & Rich, K. L. (2018). Nursing leadership and management (6th ed.). Pearson.
• Schoberer, D., Leino-Kilpi, H., Breimaier, H. E., Halfens, R. J., & Lohrmann, C. (2016). Impact of health education on resident empowerment and health outcomes: A systematic review. BMC Public Health, 16, 237.
• Zarshenas, L., Sharif, F., Molazem, Z., Khayyer, M., Zare, D., & Ebadi, A. (2015). Professional socialization of nursing students: A qualitative study. Nursing Open, 2(4), 223-231.