Final-year student nurses' perceptions of role transition

Abstract

Role transition can be both challenging and exciting. 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. Data was analyzed using SPSS (version 16). A response rate of 84% was achieved. Over half of respondents said they were adequately prepared for the post of registered nurse. Respondents generally perceived themselves to be competent across a range of domains: managing workloads; prioritizing care delivery; interpersonal skills; time management skills; ethical decision making; and providing health information and education. In contrast, not all were confident about their knowledge and many expected the transition to be problematic. Most expected to be supported and to receive constructive feedback. Recommendations include nurturing supportive work environments to reduce stress and increase confidence. Key words: Student, Graduate, Newly qualified, Role transition IntroductionThe transition from student to registered nurse has been discussed and debated over the years and is seen as complex and multidimensional (Delaney, 2003). This period of transition can be both challenging and exciting. Many factors need to be considered when examining the transition period, such as the stressful nature of the process, feelings of preparedness, confidence in clinical skills and decision making, and the need for support and socialisation into the role.

The role of the practice educator in supporting nursing and midwifery students' clinical practice learning: An appreciative inquiry

“…Students are not immune to high levels of stress and practice placements contribute significantly to this stress. [44] This is particularly true in the final placement when students can experience transition shock where they can feel inadequate and lack confidence in their abilities prior to qualifying as a registered nurse, and are fearful of the accountability associated with the role. [45,46] PEs are well placed to identify these stresses and develop resilience in both students and mentors and may be required to develop a body of scholarship in this area.…”

Learning in the traditional-faculty supervised teaching Model: PART 1-The nursing students’ perspective

“…New graduates often report inadequate clinical knowledge, insufficient confidence in skill performance, and deficient organizational and prioritysetting skills related to clinical judgment, which can result in errors in practice. [5][6][7][8] In order to meet the needs of today's graduates, it is important that nursing education programs re-evaluate current clinical teaching approaches to better prepare safe and competent future nurses. [3] Thus, the purpose of this descriptive qualitative study was to explore the strengths and limitations of the traditional model in relation to student learning from faculty members', clinical instructors (CIs)', and nursing students' perspectives.…”

Helping community-based students on a final consolidation placement make the transition to registered practice

“…Many strategies have been put into place to ease this difficult journey (Whitehead et al 2013) yet newly qualified nurses continue to struggle in all areas of practice. It has been well documented for some time, that students under-anticipate and are underprepared for what it will be like to practise as a registered nurse (Holland 1999;Newton and McKenna 2007;Whitehead and Holmes 2011;Doody et al 2012) and this extends to those wishing to pursue a career in the community.…”

“…Current research and innovative strategies to prepare and support the 3 newly registered practitioner focus almost exclusively on those working in the acute setting (Marshall and Shelton 2012). Although there are some longitudinal studies (Mooney 2007;Doody et al 2012), less attention has been paid to the student who is embarking on this important journey that takes them from undergraduate, student status one day, to paid employment as a registered nurse the next. Even less thought has been given to the student who wishes to pursue a career as a District Nurse or how their final practice placement experience might impact on their role transition.…”