Pathways to the field: an exploration of the capital and habitus of people undertaking different routes into nursing utilising Bourdieu’s theory of practice.

Introduction Nurses are the largest group of healthcare professionals in the UK. There is a national and international shortage of nurses causing a staffing crisis, with a greater number of nurses leaving the profession than joining, especially in primary and community care services. The aim of this study was to explore: the motivation to become a nurse; how hierarchies in nursing were characterised by nursing students, and what is valued most; what influenced the choices of field of practice and how this embodied their nursing professional identity; and how nursing students are socialised into the profession.

Methodology An interpretivist phenomenological approach was used, undertaking 13 semi-structured interviews. Participants were nursing students from all fields of practice and all years of study at one HEI.

Findings Two primary themes were developed. The first theme, “to do something worthwhile,” details the desire to do something worthwhile, either as a desire to “make a difference” or as a vehicle for social mobility, as well as the direct or more circuitous routes taken by individuals. A metaphor of doors is used to represent both the barriers (closed doors) to some aligned professions, the open door of nursing as a potential career, or Sliding Doors Moments, that represented nursing as an unexpected opportunity. The second theme, learning the rules of the game, depicts participants’ experiences on the programme of study, as they journey to become a nurse. Identifying as a nurse was important for participants, who were defensive of the profession they were joining. As they became socialised into the profession, participants adapted the habitus of professional identity as a cloak. Participants experienced significant variations in mentorship, with some being extremely supportive and nurturing, some demonstrating anti-intellectualism, and other participants experiencing symbolic violence in the form of threats being used against them as a means of oppression and control of their behaviour. Participants also observed some toxic practice placements, where the culture of learning was poor.

Discussion Considering Bourdieu’s theory of practice, the findings characterised the different forms of capital that were used to gain influence, such as enabling people to develop the social and cultural capital to unlock doors to future careers in nursing. Habitus, or embodiment, represented how nursing students were socialised into the profession, with some feeling oppressed by their supervisors on their journey to the field of nursing.

Conclusion Motivations to become nurses were varied; for some this had been a long-time ambition, for others nursing was only considered as a possible career when other avenues were exhausted. The nursing course was universally seen as a challenging undertaking, for which participants frequently felt under-supported and exposed to toxic behaviours. To address shortages in the nursing workforce requires both a national strategy, which the NHS Workforce Plan will help with. However, this also requires potential recruits to be motivated, inspired to commence programmes of study, and then to be suitably supported once on the course.