Graduate nurse experiences of support: A review

Gardiner, Isabelle; Sheen, Jade

doi:10.1016/j.nedt.2016.01.016

Cited by 111 publications

(108 citation statements)

References 37 publications

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“…Dwyer and Revell () included only quantitative studies, while Walker et al () included only qualitative studies in the Australian context. Gardiner and Sheen () included the transition experiences of graduate nurses who were offered a graduate nurse programme (GNP) run at the discretion of the organizations, which may not be offered in other countries. Thirdly, the work environment of the graduate nurses was not specified, and the findings and implications were either not specified (Gardiner & Sheen, ; Walker et al, ) or directed only to Nursing Professional Development (NPD) specialists (Dwyer & Revell, ).…”

Section: Introductionmentioning

confidence: 99%

Coming ready or not! An integrative review examining new graduate nurses' transition in acute care

Hawkins

Jeong

Smith

2018

Int J of Nursing Practice

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Aims To synthesize the scientific evidence about new graduate nurses' transition to practice in the acute care setting and consider implications for nurses and nursing practice. Background Despite the vast amount of literature on new graduate nurses' transition to practice, the transition of new graduate nurses is a global issue and remains at the forefront of discussions within the nursing community. Design An integrative review. Review Methods A search of evidence‐based research from seven electronic databases (CINAHL, MEDLINE, ProQuest, Cochrane, JBI, Wiley, and Scopus) was conducted for the period of 2006‐2016. Eligible articles were critically reviewed and scored using the Mixed Methods Appraisal Tool (MMAT). Results Twenty‐six articles were reviewed, which included 19 qualitative, five quantitative, and two mixed methods studies. “The Experiences” are described in three themes: Dominated by fear but feeling a sense of accomplishment and satisfaction; Reality vs Idealism; and Adjusting to nursing life. “The Factors” are described under three themes: Personal, Professional, and Organizational. Conclusion The transition experience of new graduate nurses is complex and multidimensional and highlights that “it takes a village” to grow and support new graduate nurses.

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Section: Introductionmentioning

confidence: 99%

Coming ready or not! An integrative review examining new graduate nurses' transition in acute care

Hawkins

Jeong

Smith

2018

Int J of Nursing Practice

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“…This is consistent with other studies that have provided us with ample evidence that the first 18 months of a nurses' career trajectory is inundated with such difficult challenges to warrant being described as transition shock. [35] Indeed, in a review of the literature of what is known about graduate nurses' experience as they transition into practice, Gardiner and Sheen [36] suggest that new graduates experience extensive stress, feel overwhelmed, unprepared, and lack knowledge and skill to perform adequate patient care.…”

Section: Discussionmentioning

confidence: 99%

“…Perceived low levels of self-efficacy is consistent with the literature where new graduates express having low levels of confidence. [35,36] For the participants in this study, self-efficacy in clinical decision making might have been influenced by the level of patient acuity and recognition that they lacked practice experience and confidence to navigate complex and dynamic clinical environments. All of the participants in the study worked in clinical environments where patients were frequently unstable with complex healthcare needs (for example emergency departments and Intensive Care Units).…”

Section: Discussionmentioning

confidence: 99%

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The impact of mobile technologies on new graduate nurses’ perceived self-efficacy and clinical decision making: A report from a longitudinal study in Western Canada

Sedgwick

Awosoga

Grigg

2017

JHA

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Healthcare environments require practitioners to competently and independently collect pertinent data, select appropriate key resources, prioritize information, solve problems, and make sound clinical decisions. The steady increase of health-related information implies a need for useful, practical Information and Communication Technology (ICT) tools that easily provide nurses' access to accurate evidence-based information. The purpose of this study was to explore the impact of using mobile technologies at the point of care on new graduates' perceived clinical decision making ability and associated level of self-efficacy over time. A longitudinal quasi-experimental pre-test/post-test design was used. A trend in the findings of this small study suggests that over time, using mobile technologies at the point of care did not enhance the participants' perceived clinical decision making ability or self-efficacy in clinical decision making. Notwithstanding, the use of mobile technologies in the practice setting is wide spread. It, however, may be that the transition from student to graduate nurse is a significant enough event that seriously limits the useful influence of mobile devices and their associated applications on clinical decision making ability and self-efficacy.

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“…the profession (Gardiner & Sheen, 2016;Rudman & Gustavsson, 2011;Walker, Costa, Foster, & de Bruin, 2017). More nurses are now exiting than joining the workforce, with 2,112 nurses under the age of 25 leaving during 2016-2017(NHS digital, 2018.…”

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confidence: 99%

Experiences of peer support for newly qualified nurses in a dedicated online group: Study protocol

Webster

Jenkins

Oyebode

et al. 2019

Journal of Advanced Nursing

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Aim To explore experiences of online peer support for newly qualified nurses. Design Qualitative study using semi‐structured interviews and thematic analysis. Method Phase one involves conducting focus groups with newly qualified nurses in the West Midlands area to refine the online peer support environment. Phase two involves 30–40 new nurses joining an online peer group for 3 months; participants will be able to access a general chat community alongside a more structured discussion board. Phase 3 will collect written interview data from all participants about their experiences of online peer support. Face‐to‐face interviews with 10–12 participants will also be undertaken. The study will run from May 2018–October 2019. Findings Data from focus groups, written and verbal interviews will be analysed using thematic analysis with the aid of NVivo software. Findings will be disseminated to participants and key stakeholders involved in the study and also via publication and networking events. Conclusion If online peer support is found to be beneficial to new nurses, it may be adopted by local NHS trusts as part of an innovation scheme. Impact It is important that the psychological well‐being of nurses is addressed as more nurses are now leaving than joining the profession; this is an international concern. Online peer support may offer a sustainable and accessible means of promoting psychological well‐being in the nursing workforce. In such a way, contributory factors to low retention rates such as burnout, stress and job dissatisfaction may also be reduced.

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Graduate nurse experiences of support: A review

Cited by 111 publications

References 37 publications

Coming ready or not! An integrative review examining new graduate nurses' transition in acute care

Coming ready or not! An integrative review examining new graduate nurses' transition in acute care

The impact of mobile technologies on new graduate nurses’ perceived self-efficacy and clinical decision making: A report from a longitudinal study in Western Canada

Experiences of peer support for newly qualified nurses in a dedicated online group: Study protocol

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