Kramer's Postgraduate Resocialization Model in Nursing
This paper examines Kramer's (1974) postgraduate resocialization model as it applies to newly graduated BSN nurses transitioning into clinical practice. The paper summarizes the theoretical framework of "Reality Shock," including its three cyclical phases — honeymoon, reality shock, and recovery/conflict resolution — and four stages of postgraduate resocialization. It then applies these concepts to the author's personal experience of social integration as a new graduate nurse, and concludes by discussing how BSN education shapes professional nursing identity through socialization. Drawing on Kramer, Duchscher, and other scholars, the paper illustrates the gap between academic preparation and real-world nursing demands.
- Introduction to Nursing Socialization: Defines socialization and its role in nursing
- Kramer's Reality Shock Theory and Resocialization Model: Overview of Kramer's Reality Shock theoretical framework
- Phases and Stages of Postgraduate Resocialization: Three phases and four postgraduate resocialization stages
- Stage of Transition in Nursing Socialization: Author's personal experience in social integration phase
- BSN Education and Professional Socialization: How BSN education shapes professional nursing identity
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What makes this paper effective
- Clearly grounds theoretical content in a recognized nursing framework (Kramer's Reality Shock theory), making the argument academically credible.
- Moves logically from theory summary to personal application, demonstrating how abstract models apply to real clinical experience.
- Integrates multiple scholarly sources to corroborate each stage of the argument, showing awareness of the broader literature on nursing socialization.
Key academic technique demonstrated
The paper demonstrates effective theory-to-practice application. After summarizing Kramer's model with precision, the author explicitly identifies their own position within the social integration phase, using first-person reflection to show how theoretical stages manifest in a real workplace context. This technique — anchoring personal experience to an established theoretical framework — strengthens analytical credibility while maintaining academic rigor.
Structure breakdown
The paper is organized into three labeled sections. Section I provides a thorough theoretical summary of Kramer's resocialization model, covering both the cyclical phases and the four postgraduate stages. Section II applies the framework to the author's lived experience as a new BSN graduate. Section III zooms out to analyze how BSN education broadly shapes professional socialization and nursing identity. A references list in APA format concludes the paper.
Introduction to Nursing Socialization
Contemporary nursing practice entails cyclical events of socialization and resocialization. Socialization is the concept by which individuals acquire knowledge, skills, and attitudes that support functionality in society. Dimitriadou et al. (2013) assert that the process of socialization establishes a working understanding of nursing, internalizes its working philosophy, and cultivates the skills, knowledge, attitudes, and values espoused in nursing practice. As such, socialization helps create an identity as a nurse. Socialization in nursing practice occurs in several institutional contexts, including both academic institutions and hospital or health institutions (Dimitriadou et al., 2013). Professional socialization entails experience in multiple types of care settings, case study discussions, reflective journaling, post-conference debriefing, and service activities.
Kramer's Reality Shock Theory and Resocialization Model
Kramer (1974) provides a theoretical construct of the resocialization of nurses that models the transition from the academic setting to the practice setting. Kramer developed the "Reality Shock" theory, which elucidates the incongruence between nursing workplace practice and the values instilled by the university as nursing students pursue a Bachelor of Science in Nursing (BSN). The Reality Shock theory is conceptualized on the argument that discrepancies exist between the core values of realistic nursing practice and the theoretical academic courses that prepare nursing students. According to Kramer, as nurses transition to practice, they are confronted by unexpected intellectual, social, emotional, cultural, and physical shock as they assume new responsibilities (Kramer, 1974). Over the years, the Reality Shock theory has evolved and been reconceptualized as transition shock.
Phases and Stages of Postgraduate Resocialization
Kramer (1974) identifies three cyclical phases that provide a framework for nurse socialization: the honeymoon phase, the reality shock phase, and the recovery/conflict resolution phase. The honeymoon phase is linked to skill building, excitement, and exhilaration as nurses enroll in practice. Novice practitioners portray a positive outlook on the application of their clinical knowledge, irrespective of the mismatch between their academic orientation and the reality of nursing practice. Given this incongruence, poor role satisfaction is experienced during the honeymoon phase, setting the stage for the reality shock phase. According to Kramer (1974), the reality shock phase is characterized by disorientation, outrage, and attrition by New Graduate Nurses (NGN) as they face rejection by the very practice that is supposed to assimilate them. The disconnect between theoretical knowledge and actual practice yields frustration and fatigue for the NGN (Dimitriadou et al., 2013). Ultimately, NGN develop a realistic perspective of nursing practice and a sense of balance, which constitutes the third phase of recovery and conflict resolution. The three phases are characterized by changes in role satisfaction, with the second phase yielding the lowest degree of role satisfaction.
Kramer (1974) also models four stages of postgraduate resocialization: skill and routine mastery, social integration, moral outrage, and conflict resolution. During the skill and routine mastery stage, the NGN focuses on building the ability to perform techniques and procedures in an efficient and competent manner. The second stage, social integration, is characterized by backstage behaviors as the NGN seeks integration into the group of nurses and works to establish interpersonal relationships with co-workers. As the reality of the work environment becomes clear, the NGN enters a phase of frustration, disillusionment, and moral outrage (Kramer, 1974). Subsequently, the NGN enters into the conflict resolution stage, which Kramer (1974) identifies as having several possible outcomes: biculturalism, withdrawal, behavioral capitulation, a rejection of both systems, or value capitulation.
References
Bibi, F., & Inayet, S. (2017). How nursing education affects the socialization of student nurses of post RN BSN in IUH FSD. International Journal of Scientific & Engineering Research, 8(6).
Dimitriadou, A., Pizirtzidou, E., & Lavdaniti, M. (2013). The concept of socialization in nursing education. International Journal of Caring Sciences, 6(3).
Duchscher, J. (2009). Transition shock: The initial stage of role adaptation for newly graduated registered nurses. Journal of Advanced Nursing, 1103–1113.
Kramer, M. (1974). Reality shock: Why nurses leave nursing. C.V. Mosby.
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