The purpose of this research was to identify nursing faculty behaviors that reduced the stress and anxiety experienced by new graduate nurses as they transcended from the role of student to professional registered nurse. New graduate nurses often go through a period of high anxiety and stress as they adapt to the role of professional nursing. Known as role transition, many new graduate nurses have difficulty remaining employed and leave the profession of nursing. Staff educators in the health-care industry have worked on developing orientation programs targeted at reducing the anxiety and stress experienced by new graduate nurses. Nursing faculty in academia have worked to provide student nurses with the education needed to practice in an ever-evolving complex health-care system. Despite efforts to provide the education needed, role transition remains a relevant barrier in the ability of many nurses to adjust from the role of student to professional registered nurse. Once specific behaviors were identified, a beginning theory was developed. The beginning theory was developed from the five categories derived from the coding process. They are caring, rigor, experience, knowledge, and professionalism. The purpose of the beginning theory is to provide guidance for nursing faculty as they prepare students for professional practice.
The gap between the role of the nursing student and that of the practicing registered nurse is well known. Kramer (1974) used the term "reality shock" to explain the anxiety, doubt, and confusion nurses experience as they advance from the role of nursing student to professional registered nurse (p. 9). Reality shock, also called role transition, leads as many as 30% of new nurses to leave the profession or change jobs within their first year of employment (Duchscher, 2009). While studies show how the health care industry addresses the problem of reality shock (Bowles & Candela, 2005; Duteau, 2012; Dyess& Sherman, 2009) and the successful preparation of students' entry into nursing in terms of student achievement (Benner et al., 2010; Billings & Halstead, 2012), neither approach thoroughly explores the role of nursing faculty from the perspective of the student preparing for the professional role (Benner et al., 2010). Institutions of higher education have been called upon to better equip graduates with the tools necessary to compete in the workforce (Cornish, 2004). Nursingeducators recognize they havean ethical and professional obligation to prepare students to enter practice ready to master the skills needed to ensure safe, high-quality patient care (Benner et al., 2010). Nursing faculty recognize the need to provide an educational experience and positive learning environment for all students, resulting in educators continually introducing multiple teaching, learning, and assessment techniques to support students'learning successes (Billings & Halstead, 2012). Teaching technique evaluations determine whether a methodology improves cognitive and psychomotor learning (Benner, 2010; Billings & Halstead, 2012), but more information is needed to determine what effect multiple teaching methodologies have on promoting new nurses' clinical competence and confidence. This research study examines the impact of nursing faculty on role transition from the perspective of newly graduated registered professional nurses. For purposes of this study, newly graduated nurses are defined as having less than 3 years of experience.Understanding which nursing faculty behaviors promote a smooth transition from the role of student to that of professional practicemay inform nursing faculty of the impact of their behavior on new graduate nurses and encourage more new nurses to remain in the profession. Background/Literature The ability of the new graduate nurse to adapt to the role of professional registered nurse has been examined repeatedly since Kramer (1974) introduced the concept. Early studies intent on improving orientation programsexamined how role transition affects attrition rates (Schempp&Rompre, 1986), with studies on role transition changing as needs of the health care industry evolved. For example,Myrick (1988) studied the implementation of preceptorships, and others examined preparedness of new graduate nurses by scrutinizing the educational process and developing educational standards (American Association of Colleges of N...
Background: The faculty of an introductory nursing course noted that students expressed, over several years, apprehension regarding expectations such as studying for exams and how to better organize their time. Nursing students are known to experience a greater amount of anxiety than non-nursing students. This anxiety interferes with their ability to be successful in their selected major. Purpose and methods: The purpose of this study was to determine if an orientation program would reduce the perceived anxiety of students who have been admitted to their first nursing course, and of their families and significant others. Spielberger's State-Trait Anxiety Questionnaire was administered to measure changes in stress levels before and after exposure to an orientation program designed for incoming nursing students and their significant others. Results and conclusions:The results indicated that the anxiety levels of the participants were significantly reduced after the orientation program. The results are important as a decrease in the anxiety levels of nursing students could be directly correlated to their success.
The United States Joint Commission identified miscommunication as the main cause of unexpected injuries and mortality not related to the patient's medical condition. One strategy for improving information transfer and inter-professional communication is the Situation-Background-Assessment-Recommendation (SBAR) communication model. The purpose of this study was to test the effects of exposure to a real time high fidelity simulation experience. A quasi-experimental design, consisting of one treatment group was conducted. A purposeful sample of N = 45 respondents was drawn from students registered in an undergraduate level clinical course. Pre-tests and post-tests based on the American Association of Colleges of Nursing's (AACN's) Quality and Safety in Nursing Education (QSEN) were administered to measure if exposure to the simulation training impacted knowledge and attitudes regarding communication in the delivery of patient care. Results based on a paired t-test revealed an 8.27 point increase in scores after exposure to the intervention. This outcome was highly significant (df = 44, t =-4.86, p = .000). Although a few students did not appear to benefit, results suggest that exposure to the SBAR model during a high fidelity simulation experience is generally a successful method for enhancing student knowledge and attitudes regarding effective communication in health care.
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