Role transition from student nurse to staff nurse: Facilitating the transition period

Kumaran, Suji; Carney, Marie

doi:10.1016/j.nepr.2014.06.002

Cited by 92 publications

(77 citation statements)

References 39 publications

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“…However, contrary to previous findings, elderly care was not the least popular option, this position was instead occupied by rehabilitation. The preference for fast-paced areas is concerning in the light of Kuman and Carney's (2014) findings, which suggested that reality shock was intensified by the increased pace of work experienced by NQNs. It is ironic that one of the main attractions of the chosen specialism is one of the key stressors.…”

Section: Discussionmentioning

confidence: 99%

“…This has been attributed to high levels of stress and burnout, or 'reality shock', among NQNs (Rudman and Gustavsson, 2011;Parker et al, 2014 [AQ3: missing ref]). This phenomenon was first identified by Kramer (1974), who recognised that the gap between the graduate nurses' expectations and the realities of professional practice results in role conflict and stress. Phillips et al (2014) found that graduates entering highly specialised areas felt that their skill set was too basic for the level of patient acuity and that this increased stress.…”

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The influence of placements on adult nursing graduates' choice of first post

et al. 2017

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Background: This article presents findings from a study that sought to explore the extent to which clinical placements have an impact on nursing students' decisions regarding their first staff nurse post. Within the UK, nursing is facing a recruitment crisis with particular difficulty recruiting to areas such as primary care and care of older people. Transitioning into a new role is challenging in any occupation, but it is a particular problem in nursing where the realities of professional practice often differ from students' perception of the staff nurse role as shaped by their clinical placements. Aim: This pilot study aimed to explore the influence of practice placements on final-year adult nursing students' career decisions. Method: Qualitative and quantitative data were collected in a single phase using a questionnaire distributed to nursing students on the final day of their course. A total of 35 completed questionnaires were returned (response rate 57%). Results: Half of the participants entered the course with preconceived preferences for clinical specialisms. However, only five participants (14%) applied for first-destination posts in that specialism. The overall importance of placements in career choice increased across the three years of the programme. Although placements in all three years are important, the experiences in year 3 are pivotal, with 74% ranking these as ‘significantly influential’ in their decision-making process. Analysis of the data obtained from the free-text responses from the questionnaire suggested that working environment; the level of support provided by mentors and clinical staff; the opportunity to make a difference to patients' lives and the variety of placements, were key influences on nursing students' decision regarding their first staff nurse post. Conclusions: This study highlights the key role of practice placements in the career choices of student nurses, particularly during the final year of their programme. It shows that students are likely to apply for posts in the placement area they found to be most supportive and developmental.

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Section: Discussionmentioning

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The influence of placements on adult nursing graduates' choice of first post

et al. 2017

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“…Student nurses felt frustrated when they did not receive adequate support during transition (Kumaran & Carney, 2014) and experienced significantly more stress during their academic preparation, especially during their senior clinical preceptorship than they did during the first year of employment (Younge, Myrick, & Haase, 2002). The change in role might increase unpleasant feelings such as frustration, anxiety, and depressed mood.…”

Section: Introductionmentioning

confidence: 99%

Improving Clinical Competence and Confidence of Senior Nursing Students through Clinical Preceptorship

Kim

Lee²,

Eudey³

et al. 2014

IJN

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Clinical preceptorship provides an essential aspect of nursing education for senior nursing students. This descriptive study identified perceptions of senior nursing students about their clinical preceptorship experiences, evaluated their perceived levels of competency and confidence in providing nursing care; and examined their perceived confidence level in relation to the perceived competency level of nursing skills. Researchers approached 134 culturally diverse senior nursing students enrolled in Preceptorship courses at one of the state-funded California universities and collected anonymous data from 95 students in academic years 2010-2012, using three instruments; Senior Preceptorship Experience Questionnaire, Graduate Nurse Survey, and Quality and Safety Education for Nurses tools. Results indicated that the clinical preceptorship improved students' perceived competency skills and confidence in providing nursing care. Outcomes demonstrated that the level of students' perceived competency was positively associated with the level of their interaction with preceptor. There was a significant correlation between the overall perceived competency level and confidence level of students; however there was no relationship between the amount of preceptor interaction and the degree of perceived confidence. This information is useful to nursing education as educators continue striving to reconcile the lack of preparedness for new staff roles that employers see in new graduates. International Journal of Nursing, Vol. 1(2), December 2014 Keywords IntroductionA senior preceptorship embraces culmination of students' roles as nursing students; and it helps students attain the very beginning of their nursing career as professional nurses. During this time, student nurses transition into functional independent nurses under the supervision of a preceptor that serves as a clinical expert, role model, and direct supervisor of the preceptee. The students, known as preceptees, are expected to increase their workload gradually, until they are able to take on the full patient assignment. Benefits from this experience may include building professional roles, competence, confidence, and socialization in the nursing practice; as well as developing and achieving personal goals, learning about accountability, and becoming more familiarized with the organizational culture. The sum of these skills allows preceptees to deliver quality care to their patients.Literature indicates that the transition from a student nurse to novice staff nurse could be a stressful experience. Student nurses felt frustrated when they did not receive adequate support during transition (Kumaran & Carney, 2014) and experienced significantly more stress during their academic preparation, especially during their senior clinical preceptorship than they did during the first year of employment (Younge, Myrick, & Haase, 2002). The change in role might increase unpleasant feelings such as frustration, anxiety, and depressed mood. These negative feelings (Mamchur &...

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“…[6,7] When facing the significant challenges related to the transition from a student nurse to a newly licensed nurse, increasing numbers of new graduates felt unprepared and overwhelmed. [8][9][10] On a grounded theory study, Mellor and Greenhill [11] noted that new nurses in transition to practice reported to have feelings of underprepared for practice, overwhelmed by responsibility, and often abandoned when clinical support did not occur. New graduates' increasing stress level and feelings of incompetence led to a higher potential for turnover [12] which could be detrimental to providing safe patient care in clinical agencies.…”

Section: Literature Reviewmentioning

confidence: 99%

New RN residency program to improve clinical competency, confidence, and socialization skills of novice nurses

Kim

Lee

Eudey

et al. 2015

JNEP

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Objective: The transition to practice experience provides a useful process to integrate nursing knowledge, skills, and attitudes of newly graduated nurses before they assume the professional nurses' roles. The study examined the levels of perceived clinical competency, confidence, and professional role development skills of 114 culturally diverse novice nurses enrolled in 12-15 weeks of a collaborative RN residency program at a state funded California university during academic years 2009-2013. Methods: Descriptive pre-and post-program measures study assessed core competency and confidence of participants before and after the residency program using three instruments; a modified quality and safety education for nurses (QSEN) competency questionnaire, Preceptorship Experience Questionnaire, and Graduate Nurse Survey. Results: Compared to the pre-program sum, participants report to perceive the significantly higher levels of the post-program sum of competency skills in applying QSEN concepts and nursing process cycles that include assessment, planning, implementation, and evaluation as well as professional role development. Interestingly, participants report to feel it is very important to develop a trusting relationship with their preceptor and positive relationship with staff nurses. Participants also report to perceive the higher level of confidence in carrying out nursing care at the end of the program. Conclusions: Findings suggest that newly graduated nurses perceive the increased levels of clinical competency and confidence on their self-administered report after participating in the RN residency program.

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Role transition from student nurse to staff nurse: Facilitating the transition period

Cited by 92 publications

References 39 publications

The influence of placements on adult nursing graduates' choice of first post

The influence of placements on adult nursing graduates' choice of first post

Improving Clinical Competence and Confidence of Senior Nursing Students through Clinical Preceptorship

New RN residency program to improve clinical competency, confidence, and socialization skills of novice nurses

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