A bridge over troubled water? – Exploring learning processes in a transition program with newly graduated nurses

Eklund, Annika; Billett, Stephen; Nilsson, Maria Skyvell

doi:10.1016/j.nepr.2021.102982

Cited by 15 publications

(17 citation statements)

References 27 publications

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“…Certainly, clinical placement has great potential to enhance the experiences of the learners (e.g. students) as well as the wider organisation [ 34 ]. However, the readiness of nursing home staff and aptitude to engage and view students’ placement period as a learning activity likely depends on how well they and the workplace encourage staff to engage with these opportunities [ 35 ].…”

Section: Discussionmentioning

confidence: 99%

Nursing students’ experience with clinical placement in nursing homes: a focus group study

et al. 2021

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Background A renewed interest in nursing homes as clinical placement settings for nursing students has been prompted by the growing healthcare needs of an ageing population. However, if future nurses are to be enthusiastic about working in this healthcare context, it is essential that higher education institutions that educate nurses and nursing homes that provide placement experiences to students do so with a supportive, positive, and enriched approach. Methods To explore first-year nursing students’ placement experience in nursing homes, we conducted an exploratory qualitative study in three city-based nursing homes in western Norway. Thirteen first-year nursing students participated in the study. Three focus group interviews were conducted to explore the students’ placement experiences. Data were analysed using thematic analysis. The findings were reported using the Standards for Reporting Qualitative Research (SRQR). Results The analysis describes five themes relating to first-year students’ placement experience in nursing homes; (1) variations in utility of pre-placement orientation and welcome at placement site; (2) a challenging learning environment; (3) spending considerable placement time with non-registered nurses; (4) considerable variability in supervision practices; and (5) a vulnerable and demanding student role. Conclusions The research provides insight into the contextual characteristics encountered by first-year students that influence the quality of their placement experiences. Consequently, these characteristics impede access to important role models who lend support to a student’s growth and professional development, preventing full utilisation of the learning potential offered in nursing homes. Hence, we propose that targeted efforts are warranted to foster positive placement experiences and enhance students’ clinical education in nursing homes.

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Section: Discussionmentioning

confidence: 99%

Nursing students’ experience with clinical placement in nursing homes: a focus group study

et al. 2021

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“…It has been reported that nursing students feel inadequate both in their theoretical and in their practical education (6,11,(36)(37). Virtual practical learning environments are defined as supportive for developing knowledge, skills and attitudes to improve competence (44,45,46). Proposed implementing effective transition programs such as peer support, supervision, in-service training, simulations, mentoring and feedback to strengthen the experience of newly graduated nurses in health care settings and support the learning process.…”

Section: Discussionmentioning

confidence: 99%

The Theory-Practice Gap in Nursing Education During the Pandemic Period from the Perspective of Stakeholders: A Qualitative Study

Utli

Yurt

2022

Clinical and Experimental Health Sciences

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Objective: The purpose of this study was to understand the experience of theoretical and practical nursing education carried out by distance education during the COVID-19 pandemic and the theory-practice gap in nursing education in Turkey. Methods: This qualitative study used a descriptive qualitative study. This research was conducted with nursing lecturers and students from two universities in two different geographical regions. Lecturers and undergraduate students participated in the research. The data for the research were collected using the online Zoom program during four focus-group discussions. Results: Three main themes emerged for the categories of theoretical and practical education emerged during the study: strong structural conditions (technological integration and accessibility) both strong and weak structural conditions (asynchronous participation and changing comfort levels/routines) and weak structural conditions (cold contact and inequality of opportunity). Conclusion: This study revealed the strengths and weaknesses in the experience of distance nursing education and will guide future planning of nursing education programs and clinical fields.

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“…In the study by Parker et al [19], NGNs suggested that satisfaction with the transition was connected to the ambition to remain in the nursing profession. Successful preparation of NGNs is a critical concern for the health care sector [37], partly to decrease burnout, increase job satisfaction, reduce turnover of NGNs, and should involve everyone-from school through practice [30]. Linking undergraduate learning experiences to new graduate transition programmes is complex, requiring substantial collaborative relationships between educational facilities, nurse managers, experienced clinical nurses, and hospital administrators [23,37].…”

Section: Discussionmentioning

confidence: 99%

“…Successful preparation of NGNs is a critical concern for the health care sector [37], partly to decrease burnout, increase job satisfaction, reduce turnover of NGNs, and should involve everyone-from school through practice [30]. Linking undergraduate learning experiences to new graduate transition programmes is complex, requiring substantial collaborative relationships between educational facilities, nurse managers, experienced clinical nurses, and hospital administrators [23,37]. Previous research indicates that NGNs' experiences of heavy and challenging workloads cause stress and lead to fatigue [38].…”

Section: Discussionmentioning

confidence: 99%

The best of both worlds – entering the nursing profession with support of a transition programme

Berglund

Kjellsdotter

Wills

et al. 2021

Scandinavian Caring Sciences

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Background Transition into clinical practice for newly graduated nurses is a difficult time, with high stress levels defined by a demanding period of personal and professional acclimatisation. Transitions are complicated and multi‐dimensional, and to understand this process, it is crucial to identify the factors that facilitate or stand in the way of a healthy transition. Aim The phenomenological study aimed to describe newly graduated nurses’ expectations of transitioning into the nursing profession at the start of a clinical nursing introduction programme, including education, supervision, and critical reflection with peers. Method The study was based on seven group interviews with newly graduated nurses. The interviews utilised open‐ended and follow‐up questions and were carried out as a dialogue to enable reflection on the phenomenon of interest. This was explored and illuminated using the reflective lifeworld research approach, based on phenomenological epistemology. Findings “Expectations of transition into the nursing profession via the Clinical Nursing Introduction Programme” is signified by an oscillating movement between uncertainty, security, challenge, and growth on the threshold of a new identity. The phenomenon is constituted by the courage to grow, responsibility and fear, belonging and vulnerability, and support and challenge. Conclusion Transitioning into the nursing profession via the Clinical Nursing Introduction Programme means having the best of both worlds. Newly graduated nurses have the opportunity to receive education and structured support at the same time as they work independently in clinical practice.

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A bridge over troubled water? – Exploring learning processes in a transition program with newly graduated nurses

Cited by 15 publications

References 27 publications

Nursing students’ experience with clinical placement in nursing homes: a focus group study

Nursing students’ experience with clinical placement in nursing homes: a focus group study

The Theory-Practice Gap in Nursing Education During the Pandemic Period from the Perspective of Stakeholders: A Qualitative Study

The best of both worlds – entering the nursing profession with support of a transition programme

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