Responsible but unprepared: Experiences of newly educated nurses in hospital care

Newly graduated nurses’ use of knowledge sources: a meta‐ethnography

“…, Odland et al . ). The new graduates did not experience support to use their own theoretical and practical knowledge as argument for one or the other, which left them open to ‘just follow’ (Duchscher , Lien et al .…”

“…, Odland et al . ). Most new graduates underwent preparation and training (Whitehead , Seright , O'Kane ) or were working alongside a more qualified nurse (Gerrish ).…”

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

“…Student safeguarding describes the practice of nursing students not being given the opportunity to experience the total responsibility of an RN during their undergraduate education. Instead, under the name of “safeguarding,” new graduates reported that as students, they often felt ignored, not included, or not told vital information about patients (Brewington, ; Feng & Tsai, ; Kumaran & Carney, ; Malouf & West, ; Odland et al, ). McCalla‐Graham and De Gagne () reported that students spent a lot of time “labouring,” such as “giving baths” and “changing beds.” Hickey () analysed open‐ended comments on the Clinical Instructional Experience Questionnaire (CIEQ), finding that respondents felt not enough time was spent practicing “real nursing,” such as prioritization and organization of nursing care, with too much time focused on lower‐level, “nursing aide” work, such as attending to personal hygiene and taking observations.…”

“…Ongoing Support after the orientation also affects the transition process, as new graduates feel “cast out into a different reality” (Odland et al, , p. 539). Ongoing Support of graduates, especially through the availability of preceptors and approachable staff, plays an important role (Brewington, ; Martin & Wilson, ; Thomas et al, ; Zinsmeister & Schafer, ).…”

Sense of Coherence, a Worthy Factor toward Nursing Student and New Graduate Satisfaction with Nursing, Goal Setting Affinities, and Coping Tendencies (Le sens de la cohérence, un facteur déterminant de la satisfaction des étudiantes et des diplômées de leur carrière en sciences infirmières, de leur propension à établir des objectifs et à trouver des mécanismes de coping)

“…However, despite these efforts, national attrition rates of new graduate nurses remain high (Chachula, Myrick, & Yonge, 2015;Kovner, Fairchild, & Poornima, 2007;Odland, Sneltvedt, & Sorlie, 2014). Relying on employer programs to address the low satisfaction rates of novice nurses does not appear to be an adequate solution.…”