Khadijah has completed her 13-week orientation and is now on the floor on her own charting, administering medications, and performing nursing tasks. At the very beginning of her orientation process, Khadijah admitted that she was overwhelmed with all the information in regards to hospital policies and procedures. According to Cohen’s Model of Basic Student Socialization, the first stage of unilateral dependence correlates with Khadijah’s initial impressions (Black, 2016). The first stage of Cohen’s model describes the student’s limited background knowledge and significant dependence on a preceptor or mentor (Black, 2016, p. 94). Within 4 weeks of orientation, Khadijah learned many valuable skills that were particular to her burn unit, such as wound care. She still felt like she didn’t depend on her preceptor as much as she did in the beginning and felt more comfortable with the charting system. Cohen’s second stage, negativity/independence, is associated with this phase in Khadijah’s orientation process. The second stage in Cohen’s model relates to the reduced dependence on the student’s preceptor or mentor (Black, 2016, p. 94). Khadijah’s critical thinking capacity as a nurse is challenged and she began to gain more confidence in herself. The third stage in Cohen’s model (p. 95) is called dependence/mutuality and it explains the consideration of concepts and ideas from preceptors or teachers (Black, 2016). I believe this is the stage that Khadijah is currently at as a new nurse who recently completed the orientation process. She is able to receive information from her preceptor and other experienced nurses and then filter what applies to her in regards to patient care.
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