Barriers to support for new graduated nurses in clinical settings: A qualitative study

Ebrahimi, Hossein; Hassankhani, Hadi; Negarandeh, Reza; Azizi, Azim; Gillespie, Mark

doi:10.1016/j.nedt.2015.11.008

Cited by 34 publications

(37 citation statements)

References 26 publications

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“…[12][13][14][15][16][17][18] As a result, they lack confidence when working independently, especially in managing emergency situations due to lack of prior experience. The school adopted simulation training, but it can only provide basic generic and discipline knowledge and nearly 1,500 clinical hours in a five-year course programme.…”

Section: Discussionmentioning

confidence: 99%

“…[3,5,10,11] They also fear duty handover and hesitate to speak up when there is a need to communicate with physicians, senior nurses, patients and relatives. [3,8,11,12] In addition, they are discouraged when they find variance between theory and practice in clinical contexts which causes them a lack of confidence and poor clinical performance, [12][13][14][15][16][17][18] given their lack of sufficient knowledge, skills, and experience to bridge the gap. Fresh nursing graduates encounter numerous challenges, but some studies have found that orientation, preceptorship, and mentorship programmes could help increase job satisfaction, confidence in caring for patients, and coping with stress.…”

Section: Literature Reviewmentioning

confidence: 99%

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Challenges of fresh nursing graduates during their transition period

Wong

Wincy²,

Cheng³

et al. 2018

JNEP

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Objective: The shortage of nurses is an overwhelming problem worldwide. Numerous studies indicate that fresh nursing graduates encounter many challenges in their first year after graduation. These difficulties affect their psychological health and influence their perseverance which results in a high resignation rate. Hong Kong is not an exceptional case; therefore, the aim of this study was to explore the challenges encountered by fresh nursing graduates during the transition period in order to provide insights to academics and clinical administrators in order to facilitate the transition and alleviate the negative impacts, thus increasing the retention rate. Methods: This was a qualitative study and eight new nursing graduates (M = 4; F = 4) from the same local higher education institute were interviewed individually. Thematic coding was used to analyse the data. Results: Finally, nine themes were identified including eight areas of challenges and one common attribute. Workload, lack of knowledge, communication, expectation, change of role, working atmosphere, support and a blame/complaint culture are the common areas of challenges that they encounter in the transitional period. Furthermore, this study also found that new nursing graduates possess a common attribute, i.e. positive personal attitude which seems able to enhance their perseverance in this period. Conclusions: The identified themes are interrelated and all the stakeholders should join together and form a cycle of continuous improvement in order to improve the nursing programme and clinical supports to the fresh nursing graduates.

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Section: Discussionmentioning

confidence: 99%

Section: Literature Reviewmentioning

confidence: 99%

Challenges of fresh nursing graduates during their transition period

Wong

Wincy²,

Cheng³

et al. 2018

JNEP

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“…In addition, many nurses during the first few months experience higher stress levels from a myriad of factors such as heavy workloads, anxiety when administering medications, dealing with patients having complex conditions, the incorporation of technological advances and a lack of effective and assertive communication skills (Ebrahimi et al. ; Parker et al. ).…”

Section: Introductionmentioning

confidence: 99%

Job stress in new nurses during the transition period: an integrative review

Labrague

McEnroe–Petitte

2017

International Nursing Review

115

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Findings of this review may provide valuable input to assist nurse administrators in developing and implementing organizational measures to reduce stress in new nurses while maximizing and facilitating their integration into the nursing workforce. Such measures may include the following: establishment of a well-structured transition programme, provision of an adequate orientation and senior staff mentorship, stress management programmes, in-service educational programmes and exposure to clinical simulation scenarios.

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“…In previous studies it has been reported that Generation Y were indifferent to work, did not make an effort to learn, did not attend to studies, and had differences in their perception, communication and expectations. [16][17][18] These behavioral differences were considered to cause conflicts between managers and employees who had a generation gap during the controlling process as well.…”

Section: Theme 3: Problems Experienced During the Controlling Processmentioning

confidence: 99%

Evaluation of the Nursing Services Controlling Process from the Viewpoint of the Nurses and Nurse Managers: A Qualitative Study

Bekar¹,

Baykal²

2020

Turkiye Klinikleri J Nurs Sci

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Controlling is the last one of five basic functions of the management process, and it is used to ensure the success of organizational plans. 1 At the end of the observations and evaluations performed during the controlling process, additional data are provided, new decisions are made for implementation and the process is started once again. 2,3 Controlling is a manager activity. Each manager, whether at the senior

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Barriers to support for new graduated nurses in clinical settings: A qualitative study

Cited by 34 publications

References 26 publications

Challenges of fresh nursing graduates during their transition period

Challenges of fresh nursing graduates during their transition period

Job stress in new nurses during the transition period: an integrative review

Evaluation of the Nursing Services Controlling Process from the Viewpoint of the Nurses and Nurse Managers: A Qualitative Study

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