Transition shock: the initial stage of role adaptation for newly graduated Registered Nurses (original) (raw)

Transition Shock: New Graduates Adjust to the Real World

2007

Title. Transition shock: the initial stage of role adaptation for newly graduated Registered Nurses. Aim. The aim of this paper is to provide a theoretical framework of the initial role transition for newly graduated nurses to assist managers, educators and seasoned practitioners to support and facilitate this professional adjustment appropriately.

A secondary data analysis examining the needs of graduate nurses in their transition to a new role

Nurse Education in Practice, 2014

This paper describes the views of new graduate nurses on what factors they believe are important contributors for successful transition to registered nurse practice. Transition from student to new graduate nurse is challenging and stressful, with health care providers expecting graduates to "hit the ground running". The reality is that most graduates experience role adjustment difficulties and require support from senior colleagues within health care organisations. Drawing on a larger Australian study that examined pre-registration paid employment and its impact on graduate nurse transition, findings in this paper suggest that successful transition is linked to post-registration or employer factors and less so to pre-registration paid employment factors. Utilising interpretive description of two qualitative data sets; three organising themes were identified: a matching skill set, the beginning foundation and a job well done. The global theme, valuing beginning practice describes newly qualified nurse's views on being valued by the nursing profession and how they were accepted into the work environment. Despite the stressors faced by the majority of new graduate nurses adjusting to the rigours of practice, graduate transition can be improved by supportive institutional practices and fostering collegial respect. Successful graduate nurse transition improves job satisfaction and is an effective strategy to address the ongoing pressures of recruitment and retention of new graduates.

Final-year student nurses' perceptions of role transition

British journal of nursing (Mark Allen Publishing)

Role transition can be both challenging and exciting. This study presents the findings of phase one of a two-part study conducted by Deasy et al (2011), which explored final-year student nurses' (n=116) perceptions and expectations of role transition. The students were registered on four-year BSc nursing programmes at an Irish university. Data was analyzed using SPSS (version 16). A response rate of 84% was achieved. Over half of respondents said they were adequately prepared for the post of registered nurse. Respondents generally perceived themselves to be competent across a range of domains: managing workloads; prioritizing care delivery; interpersonal skills; time management skills; ethical decision making; and providing health information and education. In contrast, not all were confident about their knowledge and many expected the transition to be problematic. Most expected to be supported and to receive constructive feedback. Recommendations include nurturing supportive wo...

Challenges of fresh nursing graduates during their transition period

Journal of Nursing Education and Practice, 2018

Objective: The shortage of nurses is an overwhelming problem worldwide. Numerous studies indicate that fresh nursing graduates encounter many challenges in their first year after graduation. These difficulties affect their psychological health and influence their perseverance which results in a high resignation rate. Hong Kong is not an exceptional case; therefore, the aim of this study was to explore the challenges encountered by fresh nursing graduates during the transition period in order to provide insights to academics and clinical administrators in order to facilitate the transition and alleviate the negative impacts, thus increasing the retention rate. Methods: This was a qualitative study and eight new nursing graduates (M = 4; F = 4) from the same local higher education institute were interviewed individually. Thematic coding was used to analyse the data. Results: Finally, nine themes were identified including eight areas of challenges and one common attribute. Workload, lack of knowledge, communication, expectation, change of role, working atmosphere, support and a blame/complaint culture are the common areas of challenges that they encounter in the transitional period. Furthermore, this study also found that new nursing graduates possess a common attribute, i.e. positive personal attitude which seems able to enhance their perseverance in this period. Conclusions: The identified themes are interrelated and all the stakeholders should join together and form a cycle of continuous improvement in order to improve the nursing programme and clinical supports to the fresh nursing graduates.

Role transition from student nurse to staff nurse: Facilitating the transition period

Nurse Education in Practice, 2014

Background: Undergraduate nursing programmes are designed to equip student nurses with the skills and knowledge necessary for their future work as professional nurses. Influences on the role during the transition period from student to staff nurse are unclear. Purpose: This paper explores the experience of role transition for newly-qualified nurses from an Irish perspective. Methods: A Heideggerian Hermeneutic approach was the research method adopted. Ten newly qualified nurses from one of Dublin's Academic Teaching Hospitals were interviewed. Data were analysed using Van Manen's thematic analysis. Influences on the transition period were explored in the context of Chick and Meleis's Transition Concept. Findings: Newly-qualified nurses initially felt excited upon qualification. However, professional responsibility and accountability associated with the new role were overwhelming for participants. They felt frustrated when they didn't receive adequate support during transition. Conclusion: Newly-qualified nurses need support while they incorporate their knowledge into clinical practice. Hidden influences should as education levels and scope of practice should be considered before nurse educators begin to develop education programmes for undergraduate nurses.

Contemporary nursing graduates\u27 transition to practice: A critical review of transition models

2020

AIM AND OBJECTIVE: To critically review contemporary transition theories to determine how they apply to the newly qualified graduate registered nurse programmes. BACKGROUND: Graduate nurse transition to employment is the time of significant change which has resulted in high attrition rates. Graduates are often challenged by their expectation of nursing practice and the reality of the role. The transition from hospital-based training to university-based training has resulted in the need for primary employment to commence with graduate/orientation/internship programmes to help support new graduates transition into clinical practice. One transition model, Duchscher\u27s stages of transition theory, utilised three former theories to develop a final model. DESIGN: A narrative critical literature review. METHOD: The theories selected for the review were Kramer\u27s reality shock theory, Benner\u27s novice to expert theory, Bridges transition theory and Duchscher\u27s stages of transition ...

Contemporary nursing graduates’ transition to practice: A critical review of transition models

Journal of Clinical Nursing, 2020

Aim and objectiveTo critically review contemporary transition theories to determine how they apply to the newly qualified graduate registered nurse programmes.BackgroundGraduate nurse transition to employment is the time of significant change which has resulted in high attrition rates. Graduates are often challenged by their expectation of nursing practice and the reality of the role. The transition from hospital‐based training to university‐based training has resulted in the need for primary employment to commence with graduate/orientation/internship programmes to help support new graduates transition into clinical practice. One transition model, Duchscher's stages of transition theory, utilised three former theories to develop a final model.DesignA narrative critical literature review.MethodThe theories selected for the review were Kramer's reality shock theory, Benner's novice to expert theory, Bridges transition theory and Duchscher's stages of transition theory....

New Graduate Nurses: Transition Difficulties, Support Needed and Satisfaction with Work Environment

2019

Introduction: Nurses' transition in their first year of practice continues to be an unresolved issue for decades. Many scholars have attempted to explore the quality of transition experience, however, few have quantified the transition experience of new graduates. The purpose of this study was to measure the transition difficulties, support needed, most satisfying and least satisfying aspect of the work environment of new graduate nurses in Iloilo City, Philippines and whether significant differences existed in their transition experience when grouped according to sex and length of experience.