Introduction:Unpreparedness of novice nurses during the process of transition to their professional role can has broad consequences for the nurse and health care system and leads to reduction of the quality of patient care. This study has been carried out with the aim of investigating the experiences of the unpreparedness of novice nurses.Method:This study was conducted qualitatively by using conventional content analysis. Participants were 21persons including 17 novice nurses, 2 supervisors, and 2 experienced nurses who were selected through purposeful sampling from four hospitals dependent on Tehran University of Medical Sciences.Findings:Participants' experiences were reflected in three main themes of "functional disability", "communicative problems", and "managerial challenges". Each of these dimensions consisted of several sub-categories. These areas had represented the inability to apply the learned knowledge in practice.Discussion:The sensitivity of health system, especially, educational mentors and nursing managers to create preparation in novice nurses by providing appropriate orientation programs at the beginning of work and the revision and amendment of nursing curriculum can solve this problem to some extent.
Background: Patient satisfaction is essential and must be taken into account when decisions are being made about changes and enhancements to services. Objectives: The aim of the current study was to assess patient satisfaction with the medical and nursing services provided to patients admitted to teaching hospitals affiliated to Arak University of Medical Sciences. Materials and Methods: This was a cross-sectional study conducted in 2009. The study population consisted of all patients admitted to the study setting. The instrument consisted of a demographic questionnaire and patient satisfaction questionnaire. Study data were analyzed using Chi-square test, Pearson's and Spearman's rho correlation coefficient. Results: In terms of the medical and nursing care provided, 67% and 69% of the participants were satisfied, respectively. The 'access to opportune nursing care' and 'physician's manner' items received 82.7% and 81.7% of scores, respectively. Satisfaction with medical and nursing care was significantly correlated with the participants' education levels (P < 0.05). Conclusions:The study showed that patient satisfaction was at an average level, therefor policy makers in the organizations should consider customer-based feedback and apply various methods to improve it.
Background & Aim: Role transition from nursing student to clinical nurse is a sensitive stage in the nurses' professional life. Many factors affect role transition and could change its outcome. The present study was designed with the aim of exploring the factors affecting the process of transition from nursing student to clinical nurse using the experiences of both novice and experienced nurses. Material & Methods: This study was conducted by grounded theory approach in educational hospitals affiliated to Tehran University of Medical Sciences. Data was generated by in-depth, semi-structured interviews. A total of 21 participants were recruited by purposeful and theoretical sampling. They included 17 new graduate nurses, two experienced nurses and two head nurses. According to grounded theory, data collection and analysis was performed simultaneously using constant comparative method. Results: the study revealed that many factors affect the process of role transition from nursing student to clinical nurse. These factors were classified as micro and macro levels. Micro-level factors included pedagogiceducational support, characteristics related to head nurse and colleagues, newly graduate nurses' characteristics, and work place atmosphere. The macro-level factors included the perspective of society to nursing, physicians' rulership governing the medical centers, and nurses' employment regulations. Conclusion: The findings of this study could create a new insight into thinking about factors effecting newly graduated nursing student' role transition on the commencement of their work and also create a basis for professional decisions. Recognition of these factors could help in planning and direction of the process towards positive outcomes. The findings could also be considered as a guide for managers, educational instructions, authorities and all the beneficiaries in nursing, in order to facilitate this process for newly graduated nurses.
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