Socialisation of seconded healthcare assistants
Steve Wood Head, Department for Mental Health and Learning Disability, Anglia Ruskin University, Chelmsford, Essex
Aim To compare the clinical practice experiences of seconded healthcare assistants (HCAs) with four major socialisation concepts.
Method The sample was comprised of eight seconded HCAs, all from the same pre-registration mental health nursing cohort. A semi-structured focus group strategy was used, with the group convening on a yearly basis.
Findings The practice learning experiences of seconded HCAs are different to other nursing students and could be viewed as a unique socialisation process.
Conclusion: Course planning teams should consider socialisation factors and supportive mentor strategies when designing the first year of pre-registration nursing programmes.
This article has been subject to double blind peer review
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