Neuroadaptive Bayesian optimisation to study individual differences in infants' engagement with social cues.

Infants' motivation to engage with the social world depends on the interplay between individual brain's characteristics and previous exposure to social cues such as the parent's smile or eye contact. Different hypotheses about why specific combinations of emotional expressions and gaze direction engage children have been tested with group-level approaches rather than focusing on individual differences in the social brain development. Here, a novel Artificial Intelligence-enhanced brain-imaging approach, Neuroadaptive Bayesian Optimisation (NBO), was applied to infant electro-encephalography (EEG) to understand how selected neural signals encode social cues in individual infants. EEG data from 42 6- to 9-month-old infants looking at images of their parent's face were analysed in real-time and used by a Bayesian Optimisation algorithm to identify which combination of the parent's gaze/head direction and emotional expression produces the strongest brain activation in the child. This individualised approach supported the theory that the infant's brain is maximally engaged by communicative cues with a negative valence (angry faces with direct gaze). Infants attending preferentially to faces with direct gaze had increased positive affectivity and decreased negative affectivity. This work confirmed that infants' attentional preferences for social cues are heterogeneous and shows the NBO's potential to study diversity in neurodevelopmental trajectories.

Junior doctors' workplace well-being and the determinants based on ability-motivation-opportunity (AMO) theory: Educational and managerial implications from a three-year longitudinal observation after graduation.

PURPOSE: Junior doctors function as trainees from an educational perspective and as employees from a human resource management perspective. Employing the ability-motivation-opportunity (AMO) theory as a conceptual framework, this study longitudinally investigated the factors affecting the workplace well-being and career progression of junior doctors over a 3-year period following their graduation from medical schools. MATERIALS AND METHODS: This 3-year prospective cohort study enrolled junior doctors who graduated from 2 medical schools in June 2019 in Taiwan. This study collected data by implementing web-based, self-administered structured questionnaires at 3-month intervals between September 2019 and July 2022. The collected data encompassed ability indicators (i.e. academic performance and perceived preparedness for clinical practice), motivation indicators (i.e. educational and clinical supervision), opportunity indicators (i.e. clinical unit cultures), and workplace well-being indicators (i.e. burnout, compassion satisfaction, and job performance). A total of 107 junior doctors participated, providing 926 total responses. The data were analysed using univariate analyses and structural equation modelling with path analysis. RESULTS: Over the 3-year period following graduation, the junior doctors' confidence in their preparedness for clinical practice and the educational and clinical supervision had varying degrees of influence on the junior doctors' workplace well-being. The influence of clinical unit cultures, which can provide opportunities for junior doctors, became evident starting from the second year postgraduation; notably, unit cultures that emphasised flexibility and discretion played positive and critical roles in enhancing the junior doctors' workplace well-being lasted to the third year. CONCLUSIONS: Our findings provide insights into the distinct critical factors that affect the socialisation of junior doctors within workplace environments over 3 consecutive years. These findings can provide guidance for medical educators and healthcare managers, helping them understand and support the progressive integration of junior doctors into their work environments.

Standards of proficiency for registered nurses-To what end? A critical analysis of contemporary mental health nursing within the United Kingdom context.

Against the backdrop of cultural and political ideals, this article highlights both the significance of mental health nursing in meeting population needs and the regulatory barriers that may be impeding its ability to adequately do so. Specifically, we consider how ambiguous notions of 'proficiency' in nurse education-prescribed by the regulator-impact the development of future mental health nurses and their mental health nursing identity. A key tension in mental health practice is the ethical-legal challenges posed by sanctioned powers to restrict patients' freedom at the same time as the desire (and obligation) to promote patients' self-determined recovery. The genericism of the UK's Future Nurse Standards do little to prepare mental health nurses to navigate the tensions that ensue. This has consequences for nurses and patients alike, as both risk experiencing the distress and dissonance that attends giving or receiving poor care. We argue that more needs to be done to enable mental health nurses to define and articulate the nuances of the profession as part of becoming critical, thoughtful and confident practitioners. Educators can contribute to this mission by aligning curriculum, pedagogy and assessment to create meaningful opportunities for mental health nursing students to engage with the complexities of mental health nursing practice. Without this, the credibility of the profession will continue to be questioned; its future uncertain.

Why Do New Parents Stop Practising Sport? A Retrospective Study towards the Determinants of Dropping Out after Becoming a Parent.

Despite the known health benefits of sport, recent studies showed that parenthood is related to decreased sport participation. Changes in sport behaviour after becoming a parent have been explained by gender or with the rational resource perspective of limited time and energy. However, the latter is mostly theoretical, since empirical insights on resource mechanisms are scarce. We want to improve and go beyond these explanations by investigating them empirically and by examining sport socialisation during the formative years as an alternative explanation. Consequently, our main objective is to explain changes in sport participation after becoming a parent with gender, limited resources and socialisation with sport. To this end, we employ representative Dutch survey data of new parents (n = 594), containing detailed information on sport careers and sport socialisation, as well as babysitter availability, partner support and physical discomfort after childbirth. The results of the logistic regression analyses show that, besides gender and resource mechanisms, sport socialisation and social support seem to have a great impact on sport behaviour when people become parents. That is, men are more likely to continue sport participation, as well as people with more resources (physical, temporal and social) and more socialisation with sport during the formative years. So including sport socialisation and social support seems necessary to better explain and prevent sport dropout during major life transitions, like becoming a parent.

Effects of socialising piglets on sow and piglet performance and behaviour of entire male piglets.

Entire male pigs show more aggressive behaviour and mounting than female pigs. By sorting growing pigs into male and female pens, at least half of the pigs are protected from the aggressive behaviour and mounting of the entire males. Mixing of unknown pigs provokes them to perform such behaviours which increase the risk for injuries. The idea behind socialising piglets is to create groups of piglets from several litters that become familiar with each other and thus show less aggressive behaviour and mounting later, when housed together after weaning. The effect of socialising piglets on animal welfare was studied on 24 sows and their 235 piglets. Male piglets were not castrated. Sows were housed in individual farrowing pens without crates. A small door was opened between two adjacent pens at a piglet age of two weeks for half of the litters (12 litters), and the other half was regarded as a control (12 litters). At weaning, control piglets were kept in groups of eight litter mates whereas socialised piglets were kept in groups of either eight entire males or eight females from two litters. Sow weight, body condition and health were recorded together with nursing events and social behaviour of piglets (aggressive, mounting, contact). There was no effect of socialisation on udder lesions or sows' relative change in body reserves. Socialised and control piglets did not differ in daily weight gain before weaning, but socialised piglets tended to have higher growth rate during the week after weaning (P = 0.07). The day after opening between pens, skin lesions were more common among socialised piglets (as compared to control piglets at the same age, P = 0.02) but at weaning, skin lesions were more common among control piglets than socialised piglets (P = 0.01). Almost all lesions were mild. No aggressive behaviour of sows towards piglets was observed. No difference between control and socialised piglets in social behaviour was seen before weaning. The frequency of aggressive and mounting behaviours was low after weaning for both socialised and control piglets, but socialised piglets showed more contact behaviour (P = 0.02). Socialised entire males showed as little aggressive and mounting behaviour as females. Nursing frequency was not affected by piglet socialisation and cross-suckling was rare. Based on the performance of piglets and sows, nursing frequency, and health of piglets and sows, we conclude that socialising entire male piglets (and their sisters) improve piglet welfare without any negative effect on the sows.

Professional nurses supporting learners during professional socialisation in Limpopo province.

Background: Professional nurses play a significant role in the professional socialisation of learner nurses during clinical placement. Clinical placements are areas of experiential learning as learner nurses come in contact with real-life experiences. Professional nurses are custodians of learners and need to offer them support. Aim: The study sought to explore the role of professional nurses in supporting learner nurses during professional socialisation. Setting: Four clinical health facilities in Limpopo province at different levels of care were purposely sampled to obtain information from different levels of care. Methods: An ethnonursing approach and qualitative, explorative design was used. Non-probability purposive sampling was used to select 25 professional nurses. The criteria were professional nurses with 3 years of experience in professional socialisation and working in institutions accredited for clinical placement of learner nurses registered in the undergraduate programme. Data were collected through a face-to-face interview until data saturation was reached. Tesch's open coding system was used to analyse data. Results: Professional nurses acknowledged that their responsibilities in supporting learners during professional socialisation are mentoring, teaching and being competent practitioners. Professional nurses were aware of their role in transferring ethical skills and knowledge to learners through professional socialisation. Conclusion: The effectiveness of professional socialisation of learner nurses depends on the support offered during clinical placements. Contribution: The study adds to the body of knowledge in nursing education and practice because when learners are offered support in the clinical areas, their learning journey will be of positive experience leading to competent practitioners.

Effets identitaires de la socialisation différentielle de genre sur les aspirations au premier enfant et au mariage des jeunes adolescent(e)s à Ouagadougou: une étude mixte.

Studies show that gender socialisation shapes differently the gendered identity, self-esteem, and sexual behaviours of girls and boys. While pre-adolescence is viewed as a pivotal period for gendered socialisation, few studies in francophone Africa investigate the role of gender identity effects on aspirations and sexual and reproductive behaviours at this life stage. This article explores how the internalisation of gender stereotypes during socialisation is linked to the aspirations of girls and boys for certain life events, such as having their first child or getting married. A survey was conducted in 10 primary schools in Ouagadougou, among pupils aged between 9 and 16 years, as well as seven focus group discussions with their parents. The findings indicate a gender-based variation in the effects of adherence to unequal gender norms among young adolescents. As a result, girls tend to have earlier aspirations towards marriage and later aspirations for childbearing, while boys show earlier aspirations for childbearing and later ones for marriage. These effects may expose both girls and boys to risks of poor sexual and reproductive health. Interventions promoting egalitarian gender norms could boost girls' self-esteem as well as mutual respect among young adolescents of both genders, aiming to improve their sexual and reproductive health during adolescence and into adulthood.

RésuméDes études montrent que la socialisation de genre développe différemment chez les filles et les garçons leur identité sexuée, leur estime de soi et leurs comportements sexuels. Alors que la préadolescence est considérée comme une période charnière de la socialisation genrée, peu d'études en Afrique francophone questionnent le rôle des effets identitaires de genre sur les aspirations et les comportements sexuels et reproductifs à cette étape de vie. Cet article examine la manière dont l'intériorisation des stéréotypes de genre au cours de la socialisation est associée aux aspirations qu'ont les filles et les garçons pour certains événements de leurs vies comme avoir un premier enfant ou se marier. Une enquête a été réalisée dans 10 écoles primaires de Ouagadougou, auprès d'élèves âgé(e)s entre 9 et 16 ans, ainsi que sept discussions de groupes avec leurs parents. Les résultats montrent une variation selon le sexe des effets de l'adhésion aux normes de genre inégalitaires chez les jeunes adolescent(e)s. Cela a pour conséquence de développer des aspirations, chez les filles plus précoces au mariage et plus tardives à l'enfantement, et chez les garçons, plus précoces à l'enfantement et plus tardives au mariage. Ces effets peuvent exposer les filles et les garçons à des risques de mauvaise santé sexuelle et reproductive. Des interventions promouvant des normes égalitaires de genre pourraient renforcer l'estime de soi des filles ainsi que le respect mutuel entre les jeunes adolescent(e)s des deux sexes afin d'améliorer leur santé sexuelle et reproductive à l'adolescence et à l'âge adulte.

Graduate entry nursing students' development of professional nursing self: A scoping review.

BACKGROUND: Accelerated graduate entry nursing programmes require students to rapidly socialise to the profession. Professional identity is an important element of becoming a nurse. OBJECTIVE: This scoping review aimed to synthesise published literature reporting the development of professional identity, belongingness and self-concept as a nurse in students enrolled in a pre-registration graduate entry nursing programme. DESIGN: Scoping review. SETTING: Graduate entry nursing programmes. PARTICIPANTS: Graduate entry nursing students. METHOD: Following a pre-registered protocol, we searched electronic databases for publications investigating graduate entry nursing students' development of professional identity, belongingness and self-concept. Screening, data extraction and analysis were initially in duplicate and independent, and then by consensus. RESULTS: Of the 871 records identified, twenty met the inclusion criteria. Publications were from the USA, Australia, New Zealand, Canada, and the UK. We identified one overarching theme of 'professional nursing self', with four sub-themes: 1) professional socialisation, 2) professional self-concept, 3) developing nursing agency, and 4) identity formation. Socialisation into nursing and belongingness to the profession occurred concurrently as students moved through their programme of learning. Due to the accelerated nature of the programmes, rapid professional socialisation was required, supported by positive relationships in the clinical setting. Strategies that enhanced belongingness and wellbeing enabled students to feel connected to the profession. CONCLUSIONS: The development of professional identity in graduate entry nursing students is impacted by their rapid professional transition through an accelerated programme. Students' growing sense of nursing agency is embodied in their experiences of thinking and acting as a nurse. Their previous professional identity is then reconstituted in their new graduate selves; educational programmes support this transition. TWEETABLE ABSTRACT: Scoping review finds professional identity development in graduate entry nursing students is rapid in accelerated preregistration degrees #belonging #connection.

Socialisation of children to nurse and nursing images: A Goffman-inspired thematic analysis of children's picture books in a Swedish context.

Picture books are often part of children's socialisation processes, contributing to the children forming images of the world, including ideas about (categories of) people, such as nurses. The study aims to explore how nurses/nursing are portrayed in children's picture books in a Swedish context. Through a systematic search, 44 books were included for analysis using thematic analysis and a theoretical lens inspired by Goffman. The results were presented in three themes: 'The costume characterised and designated nurses', 'Nurses and nursing were defined through specific activities and accessories', and 'Nurses' role as caregivers and decency practitioners'. The results showed that nurses were depicted/described in varied contexts, performing their roles mainly front stage in 'hands-on work' in close contact with patients and relatives. Nurses were attributed different accessories and personality characteristics. Nurses/nursing were generally set within a healthcare context, oftentimes within an overarching medical logic. Historical depictions of nurses' uniforms still appeared as a signifier for nurses/nursing. The presentation of nurses/nursing might have potential implications on children's understanding of and for reputations of nurses/nursing in the long term as primary socialisation and related understandings of the (sub)world(s) are deeply rooted in humans.

Wellbeing in high-performance swimming: A grounded theory study.

The demands of elite sport have the potential to negatively impact on athletes' wellbeing (e.g., Arnold & Fletcher, 2012; Rice et al., 2016). Despite this, not all elite athletes experience detrimental effects, rather some individuals thrive in an elite sports environment. The reasons why some athletes experience positive wellbeing while others struggle remains unclear although, in part, due to methodological limitations of previous research. To overcome these limitations, the purpose of the current study was to examine how change in high-performance swimmers' wellbeing occurs. Grounded theory methodology was used to enable examination of processes of change. Semi-structured interviews with 22 current and five retired swimmers, eight coaches, and seven support staff were used to generate data alongside observations and field notes. The resultant theory illustrated how a dominant performance narrative influenced the development and maintenance of an exclusive swimmer identity that was tied to performance. Specifically, transitions were highlighted as critical points where wellbeing was likely to be affected, due to the increased potential for change and uncertainty to impact on performance and subsequently identity. However, the use of proactive coping strategies, such as anticipating and planning, as well as accessing and utilising appropriate support were shown to help minimise the impact on wellbeing.

Exploring unequal class logics of mealtime food socialisation. An ethnography of family meals in France and Australia.

Regular family mealtimes are occasions to model food consumption and have been associated with health and well-being benefits for children. This study aimed to investigate children's mealtime food socialisation in socially diverse households. Nine families from France and five from Australia were recruited, ranging from lower middle-class to upper-class positions, with children mostly between the ages of five to eight. The data is composed of the observations of 47 mealtimes and semi-directive interviews with both parents. The results showed that food socialisation and parents' understanding of children's taste development were linked to the household's social class position as well as to the temporal, cognitive and emotional resources parents possessed at mealtimes, in a similar manner across France and Australia. The more capital and resources the parents had, the more they were able to perform an intensive food socialisation style, which led them to prepare balanced menus and get children to eat the food served. The less capital and resources the parents had, the more they engaged in a hands-off food socialisation style, leading them to serve more child-oriented and less diverse menus. Importantly, all parents strived to serve healthy food, but limited resources prevented some of them from doing so. These food socialisation styles were also connected to the development of different social skills in children: with the intensive model, children were closely managed by their parents at the table but also learnt negotiation skills, whereas with the hands-off style, children learnt to be quite autonomous in their eating. The findings presented here contribute to Hays' intensive mothering concept and to Lareau's class-based parenting models. They also challenge Bourdieu's differentiation between a taste of necessity and a taste of luxury.

Physical intimate partner violence in India: how much does childhood socialisation matter?

While a large number of studies assumed gendered socialisation leads to partner abuse, little evidence exists for India. We bridge this crucial gap by exploring the pathways between childhood socialisation and intimate partner violence, using data 'Youth in India: Situation and Need Study (2006-2007)' for 5573 young married men (15-29 years). Nearly 17 per cent of men inflicted physical IPV in the past 12 months. Seventy-seven per cent recognized the experience of gender discrimination in their family and reported exposure to violence in two ways-one-third witnessed fathers abusing their mothers and 48 per cent were beaten by their parents. Adverse childhood experiences were associated with IPV perpetration. The structural equation model indicated significant pathways between IPV and childhood socialisation in the forms of experienced violence and gender discrimination. Findings underscore the importance of a violence-free, gender-neutral family environment for young generations and call for a comprehensive policy to ameliorate the impacts of IPV.

How to improve newly qualified midwives' transition-into-practice. A Delphi study.

BACKGROUND: In the Netherlands, newly qualified midwives start work as registered midwives without any formal transition support. Research shows that newly qualified midwives do not feel sufficiently confident and competent in their work during the period following graduation. This could impact the quality of care provided by newly registered midwives. The aim of this study is to seek consensus with stakeholders concerning viable components of support for newly qualified midwives working in midwifery care in the Netherlands. METHODS: A Delphi study was conducted among maternity care stakeholders in the Netherlands. During two rounds, sixteen statements derived from a theoretical framework of organizational socialization theory and previous studies were assessed (round 1, n = 56; round 2, n = 52). Stakeholders (N = 61) were invited and completed an online questionnaire that included spaces for opinions and remarks. RESULTS: Stakeholders agreed about an introductory support period for newly qualified midwives, involving performance feedback and regional-level backup from fellow midwives during shifts. They further agreed on the responsibilities of established professionals that they should support newcomers in practice and provide mentoring or group coaching, although they face organizational barriers for supporting newcomers. CONCLUSIONS: Stakeholders found consensus upon several components of support at the workplace. In addition, a stable work environment seemed less important in their opinion while previous research suggests otherwise. Practice organisations need to improve the employment conditions and support for newly qualified midwives to ensure the quality of midwifery care is guaranteed.

Assessing the effects of a mentoring program on professional identity formation.

BACKGROUND: Medical education has enjoyed mixed fortunes nurturing professional identity formation (PIF), or how medical students think, feel and act as physicians. New data suggests that structured mentoring programs like the Palliative Medicine Initiative (PMI) may offer a means of developing PIF in a consistent manner. To better understand how a well-established structured research mentoring program shapes PIF, a study of the experiences of PMI mentees is proposed. METHODOLOGY: Acknowledging PIF as a sociocultural construct, a Constructivist approach and Relativist lens were adopted for this study. In the absence of an effective tool, the Ring Theory of Personhood (RToP) and Krishna-Pisupati Model (KPM) model were used to direct this dual Systematic Evidence-Based Approach (Dual-SEBA) study in designing, employing and analysing semi-structured interviews with PMI mentees and mentoring diaries. These served to capture changes in PIF over the course of the PMI's mentoring stages. Transcripts of the interviews and mentoring diaries were concurrently analysed using content and thematic analysis. Complementary themes and categories identified from the Split Approach were combined using the Jigsaw Approach and subsequently compared with mentoring diaries in the Funnelling Process. The domains created framed the discussion. RESULTS: A total of 12 mentee interviews and 17 mentoring diaries were analysed, revealing two domains-PMI as a Community of Practice (CoP) and Identity Formation. The domains confirmed the centrality of a structured CoP capable of facilitating longitudinal mentoring support and supporting the Socialisation Process along the mentoring trajectory whilst cultivating personalised and enduring mentoring relationships. CONCLUSION: The provision of a consistent mentoring approach and personalised, longitudinal mentoring support guided along the mentoring trajectory by structured mentoring assessments lay the foundations for more effective mentoring programs. The onus must now be on developing assessment tools, such as a KPM-based tool, to guide support and oversight of mentoring relationships.

Roles and usages of neuro service dogs for caregivers living at home with persons with dementia: An exploratory comparative case study.

The goal of the present study was to examine how canine assistance may support family caregivers and persons with dementia and to document and compare two modalities of home care support. An exploratory comparative case study research design was conducted. Three cases correspond of dyads of a caregiver, a person with mild to moderate dementia, and either a neuro service dog (NSD), a companion dog or no dog. Hypotheses are formulated to capture differences between cases. Recruitment was done in a service dog organisation, through Canadian Alzheimer associations and in records of a hospital. Data were collected through 45-60 minutes telephone interviews that included completion of the Caregiver's Burden Scale and sociodemographic questions. We used an inductive approach with qualitative data. There were five caregivers (mean age 54.8 years) who had an NSD, 28 caregivers (63.6 years) who had a companion dog, and 23 caregivers (63.8 years) without dog. In the category of roles and usages of the dog, 'Socialisation' and 'Help with a sense of direction' were the most addressed roles for dyads with the NSD. For dyads with companion dog and without dog, 'Engagement-and-meaning of life' as well as 'Physical activity with the dog' were the most discussed roles. The 'Sleep or wake up' role was the least discussed role across three cases. In the other categories, they were seven advantages and 10 inconvenients that were mentioned for canine assistance. For home care support, the presence of NSD has more positive impacts on both the person with dementia and their caregiver compared to the presence of a companion dog; the presence of a NSD results in the person with dementia accessing more indoor and outdoor public sites than with a companion dog; and dyads with a dog are informally socially engaged more frequently than those with no dog.

Recalled Parental Emotion Socialisation and Psychological Distress: The Role of Emotional Schemas.

Recalled parental emotion socialisation has been associated with psychological distress in adulthood. Since emotional schemas develop from interpersonal interaction and can result in pathological reactions, they can be an important mechanism. The present study analyses the mediator role of emotional schemas in the relationship between recalled parental emotion socialisation and psychological distress. A community sample of 246 Portuguese adults, between 18 and 73 years old (M = 34.3, SD = 13.32), completed the following self-report measures: Emotional (In)Validation Experiences Scale; Leahy Emotional Schema Scale; and Brief Symptom Inventory 18. Two mediation models were estimated, one for each parent. Emotional schemas mediated the relationship between recalled parental emotion socialisation and psychological distress. Negative evaluation of emotion was the strongest mediator in the relationship between emotional invalidation and psychological distress while difficulties in reappraisal was the strongest mediator in the relationship between emotional validation and psychological distress. Differences were observed between the mother's and father's models. Results highlight the importance of emotional schemas in understanding the role of parental emotion socialisation in psychological distress, which may have important implications for intervention and prevention.

Effect of gentle physical contact on behavioural indicators in sheep.

The available literature provides ample evidence for the importance of gentle treatment and handling of farm animals for the establishment of relationships with humans. The present study is an attempt to verify the assumption that massage can be a tool for building sheep-human relationships and to determine the impact of this technique on the behaviour of lambs. In total, 40 3-week-old lambs (20 ewes of the synthetic prolific-meat line (BCP) and 20 Swiniarka breed ewes) were assigned to two control groups (BCP, Swiniarka) and two experimental groups (BCP, Swiniarka). The lambs from the experimental groups received modified Shantala massage. During each session, the zoophysiotherapists massaged the chest, forelimbs, abdomen, hindlimbs, back, and face always in the same way and the same order. The massage was applied three times a day (at fixed times) for 21 consecutive days. Based on the behaviour manifested by the lambs during the massage sessions, a 2-point scale was developed for assessment of the animals from the research groups. After the massage, behavioural tests with the participation of a human, a dog, and a novel object were carried out for three consecutive days. Behaviours indicating curiosity (frequency of interaction, time of direct contact, latency) and fear (frequency of climbing and attempts to escape, duration of vocalisation) were assessed. The behavioural tests revealed significant differences in the behaviour of massaged and non-massaged lambs of both breeds, which confirms that the massage has a modifying effect on the behaviour of these animals. The influence of the applied technique was reflected by an increase in curiosity and a reduced level of fear.

Becoming active in the micro-politics of healthcare re-organisation: The identity work and political activation of doctors, nurses and managers.

The changing organisation and governance of healthcare work represents a persistent focus of micro-politics. Whilst there is a developed literature describing the micro-political struggles that occur amongst healthcare occupations, there is little understanding about how, when and why actors become politically aware and active. Framed by research on political activation and the concept of identity work, this paper reports on a narrative interview study with 65 people, specifically doctors, nurses and managers, working in the English healthcare system. The narratives show that healthcare workers become increasingly aware of and engaged in micro-political activities through incremental stages based on their accumulating experiences. These stages are opportunities for identity work as actors make sense of their experiences of micro-politics, their occupational affiliations and their evolving sense of self. This identity work is shaped by actors' changing views about the morality of playing politics, the emotional implications of their engagement, and their deepening political commitments. The study shows that political socialisation and activation can vary between occupations and rather than assuming political affiliations are given or acquired the papers highlights the reflective agency of healthcare actors.

Do professional nurses practice what they preach? A qualitative study on professional socialisation of student nurses in the clinical learning environment.

While working alongside professional nurses, student nurses develop professional identity and learn the professional nursing role, a process known as professional socialisation. Professional nurses should model professional behaviour to be emulated by student nurses. We used a qualitative exploratory design to explore if professional nurses behave in a manner that supports professional socialisation of student nurses in a clinical learning environment. According to our observations, two main categories emerged regarding professional nurses' behaviour. The first category was unprofessional conduct with sub-categories that included disrespect, infringed patient privacy, breached confidentiality, inappropriate dress code and lack of punctuality. The second category was ward disorganisation which was related to delegating duties and structured orientation programmes for student nurses. In this study, professional nurses did not behave in a manner consistent with professional socialisation in the clinical learning environment. Student nurses may struggle to develop professional identity, leading to reduced confidence and poor patient quality care. Student nurses need to be professionally socialised in a clinical learning environment and professional nurses need to be empowered on how to carry out this process.

Crossing the 'flaky bridge' - the initial transitory experiences of qualifying as a paramedic: a mixed-methods study.

Introduction: Newly qualified paramedics (NQPs) may experience emotional turbulence as they transition to professional practice. This may negatively affect confidence and have an adverse effect on attrition. This study highlights the initial transitory experiences of NQPs. Methods: The study utilised a mixed-methods convergent design. Qualitative and quantitative data were collected simultaneously and triangulated to more fully interpret participants' experiences. A convenience sample of 18 NQPs from one ambulance trust was used. The Connor-Davidson Resilience 25-point Scale questionnaire (CD-RISC25) was administered and analysed using descriptive statistics. Semi-structured interviews were conducted simultaneously and analysed using Charmaz's constructivist grounded theory approach. Data were collected from September to December 2018. Results: There was a range of resilience scores, with a mean of 74.7/100 (standard deviation 9.6). Factors relating to social support were scored highly, and factors relating to determinism and spirituality were scored lower. Qualitative data constructed a process whereby participants were navigating a new identity across three spheres simultaneously: professional, social and personal identity. Attending a catalyst event such as a cardiac arrest was a trigger for starting to navigate this process. Participants had different pathways through this transitional period. Participants who found this process particularly turbulent seemed to have lower resilience scores. Conclusion: The transition from student to NQP is an emotionally turbulent time. Navigating a changing identity seems to be at the centre of this turbulence, and this is triggered by a catalyst event such as attending a cardiac arrest. Interventions which support the NQP in navigating this change in identity, such as group supervision, may improve resilience and self-efficacy and reduce attrition.