Lost in transition — A review of qualitative literature of newly qualified Registered Nurses' experiences in their transition to practice journey

Teoh, Yen Tjuin Eugene; Pua, Lay Hoon; Chan, Moon Fai

doi:10.1016/j.nedt.2012.08.016

Cited by 50 publications

(47 citation statements)

References 11 publications

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“…Expectations cause an increased level of anxiety as they worry about being gossiped about or criticised by colleagues which echoes Kelly & Ahern, [9] Morales [22] and Teoh, Pua & Chan. [23] Furthermore, a complaint culture is common in the workplace, which is particularly serious in public organisations because of the discrepancy between the patient/family's expectations of service and the service provided. The excessive healthcare service demand and shortage of labour further overloads the psychological burden of fresh graduates.…”

Section: Discussionmentioning

confidence: 99%

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%

Challenges of fresh nursing graduates during their transition period

Wong

Wincy²,

Cheng³

et al. 2018

JNEP

View full text Add to dashboard Cite

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“…Similarly, new nurses felt supported when supervisors or preceptors answered questions and offered encouragement and feedback. 6,36 In addition, transition to practice for nurses was enhanced when preceptors proactively supplied support by reaching out to the new clinician to provide encouragement, answer questions, and ensure the new nurse never felt isolated. 30 New nurses thrived in supportive environments that encouraged questions, inclusion, and positive feedback.…”

Section: Mentoring and Supportmentioning

confidence: 99%

Graduate-Assistant Athletic Trainers' Perceptions of the Supervisor's Role in Professional Socialization: Part II

Thrasher

Walker²,

Hankemeier³

et al. 2016

Journal of Athletic Training

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Context: Many new athletic trainers (ATs) obtain graduate-assistant (GA) positions to gain more experience and professional development while being mentored by a veteran AT; however, GA ATs' perceptions of the supervisor's role in professional development are unknown. Objective: To explore the supervisor's role in the professional development of GAs in the collegiate setting. Design: Qualitative study. Setting: Phone interviews. Patients or Other Participants: A total of 19 collegiate GAs (15 women, 4 men; average age = 23 ± 0.15 years; National Collegiate Athletic Association Division I = 13, II = 3, III = 2; National Association of Intercollegiate Athletics = 2; postprofessional athletic training program = 5). Data Collection and Analysis: Data were collected via phone interviews and transcribed verbatim. Interviews were conducted until data saturation occurred. Data were analyzed through phenomenologic reduction. Trustworthiness was established via member checks and peer review. Results: Three themes emerged: (1) GAs' expectations of supervisors, (2) professional development, and (3) mentoring and support. Participants expected their supervisors to provide mentorship, support, and feedback to help them improve their athletic training skills, but they also realized supervisors were busy with patient care responsibilities. Most participants felt their supervisors were available, but others believed their supervisors were too busy to provide support and feedback. Participants felt their supervisors provided professional development by teaching them new skills and socializing them into the profession. Furthermore, they thought their supervisors provided mentorship professionally, personally, and clinically. Supervisors supported the participants by standing behind them in clinical decisions and having open-door policies. Conclusions: The graduate assistantship allows new ATs to gain experience while pursuing professional development, mentorship, and support from a supervisor. The extent of development is highly dependent on the supervisor, but most supervisors mentor GAs. When looking for graduate assistantships, future GAs should seek positions in which supervisors actively provide mentoring and professional development.

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“…Both academic and healthcare institutions are responsible for developing nursing students' clinical competencies for entry into practice to ensure patient safety and quality of care (Berkow et al 2008). While academic institutions must consider pedagogies and curricula that prepare students for the realities of nursing, healthcare institutions need to consider orientation and preceptorship programmes (Teoh et al 2012). However, collaborative work between academic and service institutions has been highlighted as the key to the successful transition from students to professional nursing practice (Duchscher & Cowin 2004, Murray et al 2010).…”

Section: Introductionmentioning

confidence: 99%