Abstract:Background:
The global COVID-19 pandemic has created unprecedented challenges to the health care workforce. Little is known about the effect of the pandemic on new RNs and their preparedness for such a crisis. This study explored the lived experiences of RNs transitioning from students to professionals during the pandemic.
Method:
Semistructured interviews were conducted with 15 new RNs working in acute care facilities during the Maryland COVID-19 State… Show more
“…Whether it was experienced more intensely than previous years seems likely due to limited preparation for what they were introduced to upon entrance to practice. 4 , 9 Further elucidations on this question can be expected as new research on the experiences of nurses with and without experience during the pandemic continues to be evaluated.…”
Section: Discussionmentioning
confidence: 99%
“…This study found anxiety, depression, and posttraumatic stress disorder in some of the interviewees and suggests nursing educators may benefit from incorporating psychological interventions into nursing education curriculum. Another qualitative study by Sessions et al 4 investigated new nurses' experience in a similar timeframe caring for COVID‐19 patients in a hospital setting. Similar themes emerged including uncertainty, vulnerability, and resilience.…”
Section: Vulnerable New Graduate Nursesmentioning
confidence: 99%
“…It became evident that these challenges, upon entering practice, were taxing to both personal and professional wellbeing with the potential of long‐term effects. 1 , 2 , 3 , 4 It is vitally important to seek an understanding of the lived experience of this cohort of young professionals and to plan for optimal preparation for those who will follow in the nursing profession.…”
As a result of the COVID‐19 pandemic, newly graduating nurses have entered into rapidly changing clinical environments, experiencing healthcare in a manner for which they were not fully prepared. The purpose of this study is to describe the lived experience of these newly graduated registered nurses (RNs) who transitioned to practice during the COVID‐19 pandemic, and to gain understanding of how to better prepare future graduates for similar situations. A multisite qualitative phenomenological design was used in this study of 12 frontline nurses that graduated in the spring of 2020 and transitioned into their new role as RNs. A trained research team conducted semistructured interviews and completed a thematic analysis of the data. The results were six themes that emerged from the study participants' interviews: (1) fear, (2) emotional conflict, (3) self‐doubt, (4) alone, (5) communication barriers, and (6) finding the positive.
“…Whether it was experienced more intensely than previous years seems likely due to limited preparation for what they were introduced to upon entrance to practice. 4 , 9 Further elucidations on this question can be expected as new research on the experiences of nurses with and without experience during the pandemic continues to be evaluated.…”
Section: Discussionmentioning
confidence: 99%
“…This study found anxiety, depression, and posttraumatic stress disorder in some of the interviewees and suggests nursing educators may benefit from incorporating psychological interventions into nursing education curriculum. Another qualitative study by Sessions et al 4 investigated new nurses' experience in a similar timeframe caring for COVID‐19 patients in a hospital setting. Similar themes emerged including uncertainty, vulnerability, and resilience.…”
Section: Vulnerable New Graduate Nursesmentioning
confidence: 99%
“…It became evident that these challenges, upon entering practice, were taxing to both personal and professional wellbeing with the potential of long‐term effects. 1 , 2 , 3 , 4 It is vitally important to seek an understanding of the lived experience of this cohort of young professionals and to plan for optimal preparation for those who will follow in the nursing profession.…”
As a result of the COVID‐19 pandemic, newly graduating nurses have entered into rapidly changing clinical environments, experiencing healthcare in a manner for which they were not fully prepared. The purpose of this study is to describe the lived experience of these newly graduated registered nurses (RNs) who transitioned to practice during the COVID‐19 pandemic, and to gain understanding of how to better prepare future graduates for similar situations. A multisite qualitative phenomenological design was used in this study of 12 frontline nurses that graduated in the spring of 2020 and transitioned into their new role as RNs. A trained research team conducted semistructured interviews and completed a thematic analysis of the data. The results were six themes that emerged from the study participants' interviews: (1) fear, (2) emotional conflict, (3) self‐doubt, (4) alone, (5) communication barriers, and (6) finding the positive.
“…Moreover, no assessments have been performed on the quality of clinical environments to maximise the clinical competences achieved [ 11 , 12 ]; also, new clinical tutors have been appointed without any training [ 13 ], and the continuity of the clinical experience has not always been ensured, due to the continuous changes in the mission of units and episodes of isolation or quarantine [ 14 ]. Furthermore, only limited transition programmes have been offered [ 15 ] to help new graduates to enter their first working environments using supervision and peer support in good clinical settings [ 16 ].…”
Background
Nursing education has been disrupted by the onset of the COronaVIrus Disease 19 (COVID-19) pandemic, potentially impacting learning experiences and perceived competencies at the time of graduation. However, the learning experiences of students since the onset of COVID-19, their perceived competences achieved and the employment status one month after graduation, have not been traced to date.
Methods
A cross sectional online survey measured the individual profile, the learning experience in the last academic year and the perceived competences of the first COVID-19 new nursing graduates in two Italian universities. Details relating to employment status and place of employment (Covid-19 versus non-COVID-19 units) one month after graduation were also collected and the data compared with those reported by a similar cohort of new graduates pre-pandemic in 2018–2019. All those who graduated in November 2020 and attended their third year after the onset of the COVID-19 pandemic were eligible. The online survey included individual, nursing programme and first working experience variables alongside the Nurse Competence Scale (NCS). Descriptive and inferential statistical analyses were performed.
Results
A total of 323 new graduates participated. In their last academic year, they experienced a single, long clinical placement in non-COVID-19 units. One month after graduation, 54.5% (n = 176) were working in COVID-19 units, 22.9% (n = 74) in non-COVID-19 units and 22.6 (n = 73) were unemployed. There was no statistical difference among groups regarding individual variables and the competences perceived. Fewer new graduates working in COVID-19 units experienced a transition programme compared to those working in non-COVID-19 units (p = 0.053). At the NCS, the first COVID-19 new graduate generation perceived significantly lower competences than the pre-COVID-19 generation in the ‘Helping role’ factor and a significant higher in ‘Ensuring quality’ and ‘Therapeutic interventions’ factors.
Conclusions
The majority of the first COVID-19 new graduate generation had been employed in COVID-19 units without clinical experience and transition programmes, imposing an ethical debate regarding (a) the role of education in graduating nurses in challenging times with limited clinical placements; and (b) that of nurse managers and directors in ensuring safe transitions for new graduates. Despite the profound clinical placement revision, the first COVID-19 new graduate generation reported competences similar to those of the pre-COVID-19 generation, suggesting that the pandemic may have helped them to optimise the clinical learning process.
“…Siendo el apoyo psicológico a las enfermeras una acción favorable para contar con un personal apto emocionalmente para ejercer sus funciones óptimamente 5 . 6 comentan que las nuevas enfermeras necesitan un mayor apoyo durante la transición a la práctica. Las iniciativas para mejorar las relaciones de confianza entre las nuevas enfermeras y sus organizaciones y el apoyo al desarrollo de relaciones esenciales, siendo esta una labor fundamental por parte de la gerencia.…”
Antecedentes: Siendo considerable emplear en esos momentos, una actuación gerencial con base a un liderazgo óptimo para la resolución de conflictos y convivencia entre pares, especialmente en las zonas de cuidados intensivos. Objetivo: analizar los procesos gerenciales en la práctica del cuidado de enfermería en pacientes en cuidados intermedios e intensivos de centros de salud de la provincia de Manabí – Ecuador. Metodología: Se empleó un tipo y diseño de investigación descriptiva observacional no experimental. Resultados: La gerencia en cuidados intermedios con un 33% representa la zona considerada donde se generó mayor eficacia por parte del personal de enfermería, lo cual permitió tratar a tiempo y con diligencia a los pacientes. Conclusión: La gerencia en el cuidado de enfermería debe estar focalizada centralmente en atender al personal de enfermería para gestionar su salud mental, producto de estar viviendo un proceso de pandemia por COVID-19.
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