The role of peer -group interactions in the initial socialization of junior students into baccalaureate nursing education

The beginning of baccalaureate nursing education is a transitional period that confronts students with the complexities of preparation for professional practice. Socialization into the education environment is influenced by interactions with the major agents of socialization: faculty and peers. Within this interactive environment, peer relationships are important contributors to the socialization process. The purpose of this study is to explore and analyze nursing students' perspectives on how peers influence, both positively and negatively, the transition into the education environment. A conceptual framework was designed for the study considering three dimensions of socialization (collaboration, caring, and cognitive complexities) within the role of peers as colleagues, friends, and counselors.;Qualitative methodology was utilized with semi-structured interviews of 30 junior nursing majors in three private, religiously-affiliated colleges. This study reveals that peer-group interactions are significant in both the academic and social processes that constitute socialization into higher education and nursing education. Five metathemes emerge which pertain to the role of peer-group interactions in the initial socialization process. (1)  Engagement in collaborative process. Collaboration with peers provides the foundation for learning, problem solving, developing mutual respect for peers, and providing the academic and relational support needed in caring for others as well as coping with the complexities of nursing education. (2)  Contributions of experienced peers. Students benefit greatly from the input of peers with prior health care experience. (3) Input of multiple perspectives. Peers teach one another to value the many contributions of diverse perspectives to learning and development of critical thinking skills. (4) Sharing of self, time, and knowledge. Peers are willing to invest themselves, give of their time, and impart their own knowledge for the benefit of one another. (5) Encouragement to persist. The purpose of collaborating with peers, caring for one another, and dealing with cognitive complexities together is to provide support needed to persevere in nursing education.;Implications of this study relate to the means by which nursing educators can promote peer-group interactions as part of the socialization process into educational and practice environments. This study extends the understanding of the importance of peer group interactions among baccalaureate nursing students.