The professional socialization of diploma of higher education in nursing students (Project 2000): a longitudinal qualitative study

This paper presents a new theory of professional socialization in relation to diploma of higher education in nursing students (Project 2000). It was d erived from a 3-year, grounded theory, longitudinal study exploring the eff ects of supernumerary status and mentorship on students undertaking practic e placements. A purposive sample of 17 students was used. Ten students volu nteered to be interviewed on five separate occasions throughout their cours e and to keep a diary to record their experiences of mentorship during thei r practice placements. Their diary acted as an aide memoir during their tap e-recorded interviews. The other seven students participated by diary only and kept written accounts of their experiences of being supernumerary and h aving a mentor whilst on practice placements, Data were analysed with the a id of NUD.IST and subjected to the constant comparative method of analysis. Findings indicate that the mentor is the linchpin of the students' experie nce and that some students develop intuition much earlier than previous wor k has stated.