An exploratory study of role transition from student to registered nurse (general, mental health and intellectual disability) in Ireland

Abstract

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.

Nurses' perceptions and experiences of work role transitions: a mixed methods systematic review of the literature

“…, Deasey et al . ) but no reviews have examined the full range of nurses' role changes and the range of nurses' perceptions and experiences. Individual nurses need to understand work role transitions across their careers.…”

Final-year student nurses' perceptions of role transition

“…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.…”

Using a simulated environment to support students learning clinical skills

“…This assignment was developed in light of Deasy et al (2011) study on role transition which highlighted only 53% of students surveyed felt competent in providing relevant health information to clients/patients and families. In addition only 51% of students surveyed felt competent in educating clients/patients and families regarding health issues.…”

“…Ireland has seen much change in nurse education resulting in a four year degree programmes since 2002 comprising of both theoretical (72 weeks) and clinical (74 weeks) components (Deasy et al, 2011). Within intellectual disability nursing students are prepared within a biopsychosocialeducational model and nurse education curriculum strives to address these challenges.…”