Perceived benefits and barriers of implementing nursing residency programs in Jordan

AbuAlRub, Raeda; Alhaija'a, M.G. Abu

doi:10.1111/inr.12452

Cited by 8 publications

(21 citation statements)

References 27 publications

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“…The incongruency between education and practice was believed to often lead to a reality shock in the practice environment. (23)The sources reviewed suggested that new health professionals experienced high levels of tension, coupled with anxiety and nervousness upon entering the world of practice (6,7,20,(25)(26)(27)29,32,33). O'shea et al (22) emphasized that the 'reality shock' and anxiety among new health professionals was intense, particularly in the rst ve months of transition into practice.…”

Section: Theme 3: Professional Competencesmentioning

confidence: 99%

“…They experienced varying levels of stress beyond their expectations which impacted their transition (3,6,13,20,21,25,26,(30)(31)(32)(33). New health professionals often felt incapable of managing stressful emotional work-related situations such as death and dying (13,20,23).…”

Section: Theme 3: Professional Competencesmentioning

confidence: 99%

“…Conversely, new health professionals who did not get su cient orientation encountered di culties with the transition (4,16,21,26). In addition to orientation programmes, strategies found to support new health professionals' transition into practice included residency programmes (23), preceptorship programmes (13,28,31) and mentoring programmes (5,16,22). New health professionals needed support from experienced senior colleagues (4,5,11,16,23,30,31) as well as peers (4).…”

Section: Theme 1: Systems and Structuresmentioning

confidence: 99%

“…In addition to orientation programmes, strategies found to support new health professionals' transition into practice included residency programmes (23), preceptorship programmes (13,28,31) and mentoring programmes (5,16,22). New health professionals needed support from experienced senior colleagues (4,5,11,16,23,30,31) as well as peers (4). New health professionals reported feeling motivated to perform better when they received feedback on their performance from other health professionals (33) and clients (31).…”

Section: Theme 1: Systems and Structuresmentioning

confidence: 99%

“…New health professionals' perception that they do not know enough made them question their competence and readiness for practice (4,6,7,(18)(19)(20)(21)(22)26,27,(31)(32)(33). Several situations were reported where new health professionals were caught in a dilemma related to diagnosis, assessment or treatment procedures (5,7,23). Nurses in Clare's (5) study described the overwhelming feeling of inadequacy as the worst aspect of their transition.…”

Section: Theme 2: Personal Capacitiesmentioning

confidence: 99%

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Exploring the Factors that Affect the Transition from Students to Health Professionals: An Integrative Review

Opoku

Khuabi

Niekerk

2020

Preprint

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Background: The nature of a new health professional’s transition from student to health professional is a significant determinant of the ease or difficulty of the journey to professional competence. The integrative review will explore the extent of literature on the factors that impact the transition of new health professionals into practice, identify possible gaps and synthesise findings which will inform further research. The aim was to identify research conducted in the last two decades on the barriers, facilitators and coping strategies employed by new health professionals during their transition into practice.Methods: Whittemore and Knafl’s methodological framework for conducting integrative reviews was used to guide this study. Sources between 1999 and 2019 were gathered using EBSCOhost (including CINAHL, Medline, Academic Search Premier, Health Science: Nursing and Academic Edition), PubMed, Scopus, Cochrane and Web of Science, as well as hand searching and follow-up of bibliographies followed. The Covidence platform was used to manage the project. All studies were screened against a predetermined selection criteria. Relevant data was extracted from included sources and analysed using thematic analysis approach.Results: Of the 562 studies identified, relevant data was extracted from 24 studies that met the inclusion criteria, and analysed to form this review. Thematic analysis approach was used to categorise the findings into theme areas. Four overarching themes emerged namely: systems and structures, personal capacities, professional competence and mediating processes. Each theme revealed the barriers, facilitators and coping strategies of transition into practice among new health graduates.Conclusion: The transition into practice for new health practitioners has been described as complex and a period of great stress. Increasing clinical and practical experiences during education are required to support new health professionals in the process of closing the gap between learning and practice. Continued professional development activities should be readily available and attendance of these encouraged.

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