Final-year student nurses' perceptions of role transition (original) (raw)
Related papers
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.
Nurse Education in Practice, 2011
Ireland has seen much change in nurse education resulting in four year degree programmes since 2002. A unique aspect of these programmes was the incorporation of rostered internship. This study explored role transition for a cohort of students at pre and postregistration. The sample consisted of fourth year students registered on BSc nursing programmes (general, mental health and intellectual disability) within an Irish university. The samples were surveyed to compare their perceptions and expectations of role transition pre and post-registration. Data were analysed using SPSS (version 16). Respondents had high levels of confidence in clinical abilities both at pre-registration and post-registration. They also perceived themselves to be competent across a range of domains: managing workload, prioritising care delivery, interpersonal skills, time management and multidisciplinary team working. However, this research highlights pre-registration stress, the need for ongoing feedback and support and differences between expected and actual levels of direct patient care involvement. It is argued that the rostered internship provided students with a valuable opportunity for adjustment and preparation for their role as registered nurse. Recommendations include stress management, a supportive environment and postregistration preceptorship programmes to enhance professional development and gain confidence during the internship.
2020
a b s t r a c t Ireland has seen much change in nurse education resulting in four year degree programmes since 2002. A unique aspect of these programmes was the incorporation of rostered internship. This study explored role transition for a cohort of students at pre and post-registration. The sample consisted of fourth year students registered on BSc nursing programmes (general, mental health and intellectual disability) within an Irish university. The samples were surveyed to compare their perceptions and expectations of role transition pre and post-registration. Data were analysed using SPSS (version 16). Respondents had high levels of confidence in clinical abilities both at pre-registration and post-registration. They also perceived themselves to be competent across a range of domains: managing workload, prioritising care delivery, interpersonal skills, time management and multidisciplinary team working. However, this research highlights pre-registration stress, the need for ong...
Egyptian Journal of Health Care, 2018
Background: Transition from nursing student to staff nurse can be exciting, stressful and challenging. Aim: aim of this study was to assess nurse students' perception regarding role transition at faculty of nursing-Benha University. Design: a descriptive research design was utilized to meet the aim of this study. The sample of this study included 193 out from 370 nurse students who selected randomly. Tools: tool for data collection: factors affecting role transition questionnaire. Results and Conclusion: More than two thirds of nurse students had moderate agreement level regarding organizational factors, also more than half of nurse students had moderate agreement level regarding personal and educational factors. Recommendation: Creating healthy environment is highly needed for new nurses during role transition. Conduct an orientation program for nursing students before internship year is very beneficial and prior each clinical training area to explain objectives, responsibilities and discuss nurse students' expectations.
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.
Transition shock: the initial stage of role adaptation for newly graduated Registered Nurses
Journal of Advanced Nursing, 2009
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 who assist managers, educators and seasoned practitioners to support and facilitate this professional adjustment appropriately. Background. The theory of Transition Shock presented here builds on Kramer's work by outlining how the contemporary new graduate engaging in a professional practice role for the first time is confronted with a broad range and scope of physical, intellectual, emotional, developmental and sociocultural changes that are expressions of, and mitigating factors within the experience of transition. Data sources. This paper offers cumulative knowledge gained from a programme of research spanning the last 10 years and four qualitative studies on new graduates' transition. Discussion. New nurses often identify their initial professional adjustment in terms of the feelings of anxiety, insecurity, inadequacy and instability it produces. The Transition ShockÓ theory offered focuses on the aspects of the new graduate's roles, responsibilities, relationship and knowledge that both mediate the intensity and duration of the transition experience and qualify the early stage of professional role transition for the new nursing graduate. Conclusion. Transition shock reinforces the need for preparatory theory about role transition for senior nursing students and the critical importance of bridging undergraduate educational curricula with escalating workplace expectations. The goal of such knowledge is the successful integration of new nursing professionals into the stressful and highly dynamic context of professional practice.
Crossing the threshold: students' experiences of the transition from student to staff nurse
This paper presents the findings of a Centre for Excellence in Teaching and Learning-funded project exploring the experience of student nurses making the transition from student to qualified nurse. The transition from student to staff nurse ‘is a common rite of passage that marks the end of initial educational preparation in the discipline and the beginning of the professional journey as a nurse’ (Nash et al, 2009: 49). However, the extent to which newly qualified staff nurses are able to competently practise at the point of registration has been questioned across a range of policy, professional and academic forums. At a policy level, recent reviews in England of both pre- and post-registration nursing (DH, 2007; NMC, 2007) have highlighted concerns regarding fitness to practise at the point of registration. It has been suggested that nurses lack clinical skills and that pre-registration education has ill-prepared them for their staff nurse role. Indeed Clark and Holmes (2006, p.121...