Evaluation of an informal peer group experience on baccalaureate nursing students' emotional well-being and professional socialization

Linda C. Hughes, Patricia Romick, M. Kay Sandor, Carolyn Phillips, Judy Glaister, Karla Levy, Julie Rock

Research output: Contribution to journalArticle

11 Citations (Scopus)

Abstract

Although studies have documented the importance of the academic environment in promoting positive outcomes among students, few quantitative studies in nursing have been performed to identify strategies through which a nurturing learning environment can be created. A randomized two-group pretest-posttest design was used to investigate effects of an informal peer group experience on baccalaureate nursing students' emotional well-being and professional socialization as caring practitioners. Groups did not differ significantly on the outcomes measured in this study. As a whole, students showed statistically significant increases in anxiety, depression, and negative affect, along with decreased self-esteem and positive affect during the junior year of nursing school. Psychological problems and stress-related symptoms have been well documented among college students in general and professional students in particular. Although the findings from this study are not unique, they suggest the need to reconsider strategies by which the affective and professional socialization goals of undergraduate nursing education can be achieved.

Original languageEnglish (US)
Pages (from-to)38-48
Number of pages11
JournalJournal of Professional Nursing
Volume19
Issue number1
DOIs
StatePublished - Jan 2003

Fingerprint

Peer Group
Socialization
Nursing Students
Students
Nursing Schools
Nursing Education
Psychological Stress
Self Concept
Nursing
Anxiety
Learning
Depression

Keywords

  • Caring
  • Nursing education
  • Professional socialization

ASJC Scopus subject areas

  • Nursing(all)

Cite this

Evaluation of an informal peer group experience on baccalaureate nursing students' emotional well-being and professional socialization. / Hughes, Linda C.; Romick, Patricia; Sandor, M. Kay; Phillips, Carolyn; Glaister, Judy; Levy, Karla; Rock, Julie.

In: Journal of Professional Nursing, Vol. 19, No. 1, 01.2003, p. 38-48.

Research output: Contribution to journalArticle

Hughes, Linda C. ; Romick, Patricia ; Sandor, M. Kay ; Phillips, Carolyn ; Glaister, Judy ; Levy, Karla ; Rock, Julie. / Evaluation of an informal peer group experience on baccalaureate nursing students' emotional well-being and professional socialization. In: Journal of Professional Nursing. 2003 ; Vol. 19, No. 1. pp. 38-48.
@article{eeb18bcdff9c4e0fb365964ca37469c0,
title = "Evaluation of an informal peer group experience on baccalaureate nursing students' emotional well-being and professional socialization",
abstract = "Although studies have documented the importance of the academic environment in promoting positive outcomes among students, few quantitative studies in nursing have been performed to identify strategies through which a nurturing learning environment can be created. A randomized two-group pretest-posttest design was used to investigate effects of an informal peer group experience on baccalaureate nursing students' emotional well-being and professional socialization as caring practitioners. Groups did not differ significantly on the outcomes measured in this study. As a whole, students showed statistically significant increases in anxiety, depression, and negative affect, along with decreased self-esteem and positive affect during the junior year of nursing school. Psychological problems and stress-related symptoms have been well documented among college students in general and professional students in particular. Although the findings from this study are not unique, they suggest the need to reconsider strategies by which the affective and professional socialization goals of undergraduate nursing education can be achieved.",
keywords = "Caring, Nursing education, Professional socialization",
author = "Hughes, {Linda C.} and Patricia Romick and Sandor, {M. Kay} and Carolyn Phillips and Judy Glaister and Karla Levy and Julie Rock",
year = "2003",
month = "1",
doi = "10.1053/jpnu.2003.9",
language = "English (US)",
volume = "19",
pages = "38--48",
journal = "Journal of Professional Nursing",
issn = "8755-7223",
publisher = "W.B. Saunders Ltd",
number = "1",

}

TY - JOUR

T1 - Evaluation of an informal peer group experience on baccalaureate nursing students' emotional well-being and professional socialization

AU - Hughes, Linda C.

AU - Romick, Patricia

AU - Sandor, M. Kay

AU - Phillips, Carolyn

AU - Glaister, Judy

AU - Levy, Karla

AU - Rock, Julie

PY - 2003/1

Y1 - 2003/1

N2 - Although studies have documented the importance of the academic environment in promoting positive outcomes among students, few quantitative studies in nursing have been performed to identify strategies through which a nurturing learning environment can be created. A randomized two-group pretest-posttest design was used to investigate effects of an informal peer group experience on baccalaureate nursing students' emotional well-being and professional socialization as caring practitioners. Groups did not differ significantly on the outcomes measured in this study. As a whole, students showed statistically significant increases in anxiety, depression, and negative affect, along with decreased self-esteem and positive affect during the junior year of nursing school. Psychological problems and stress-related symptoms have been well documented among college students in general and professional students in particular. Although the findings from this study are not unique, they suggest the need to reconsider strategies by which the affective and professional socialization goals of undergraduate nursing education can be achieved.

AB - Although studies have documented the importance of the academic environment in promoting positive outcomes among students, few quantitative studies in nursing have been performed to identify strategies through which a nurturing learning environment can be created. A randomized two-group pretest-posttest design was used to investigate effects of an informal peer group experience on baccalaureate nursing students' emotional well-being and professional socialization as caring practitioners. Groups did not differ significantly on the outcomes measured in this study. As a whole, students showed statistically significant increases in anxiety, depression, and negative affect, along with decreased self-esteem and positive affect during the junior year of nursing school. Psychological problems and stress-related symptoms have been well documented among college students in general and professional students in particular. Although the findings from this study are not unique, they suggest the need to reconsider strategies by which the affective and professional socialization goals of undergraduate nursing education can be achieved.

KW - Caring

KW - Nursing education

KW - Professional socialization

UR - http://www.scopus.com/inward/record.url?scp=0037250974&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=0037250974&partnerID=8YFLogxK

U2 - 10.1053/jpnu.2003.9

DO - 10.1053/jpnu.2003.9

M3 - Article

C2 - 12649818

AN - SCOPUS:0037250974

VL - 19

SP - 38

EP - 48

JO - Journal of Professional Nursing

JF - Journal of Professional Nursing

SN - 8755-7223

IS - 1

ER -