The developing role of Transition to Practice programs for newly graduated mental health nurses

Procter, Nicholas; Beutel, Jenny; Deuter, Kate; Curren, David; Crespigny, Charlotte de; Simon, Magda

doi:10.1111/j.1440-172x.2011.01932.x

Cited by 31 publications

(74 citation statements)

References 22 publications

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“…This is not unique to athletic training and is also seen in the nursing literature: new nurses were apprehensive about making independent decisions for the first time and sometimes initially doubted their ability to provide safe patient care. 40,50,51 Clinical decision making improves with practice. 52 Although students may always have some initial trepidation about making the clinical decision and having ultimate responsibility for the first time, allowing them to make clinical decisions while still being supervised may help diminish this challenge.…”

Section: Initial Entry Into Rolementioning

confidence: 99%

Graduate-Assistant Athletic Trainers' Perceptions of Professional Socialization in the Collegiate Setting: Part I

Thrasher

Walker²,

Hankemeier³

et al. 2016

Journal of Athletic Training

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Context: Many newly credentialed athletic trainers (ATs) pursue graduate assistantships, which allow them to gain experience while being supervised by an experienced AT. The graduate-assistant (GA) ATs' perception of their socialization process into the collegiate setting is unknown. Objective: To explore the professional socialization 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 = 6) participated. 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: Four themes emerged: (1) role identity, (2) initial entry into role, (3) maturation, and (4) success. Before beginning their role, participants envisioned the assistantship as a way to gain independent experience while being mentored. They perceived themselves as the primary care providers for their athletic teams. Those who were immediately immersed into clinical practice adapted to their role quickly despite experiencing stress initially. Participants felt that a formal orientation process and a policies and procedures manual would have alleviated some of the initial stress. The GAs matured as they practiced clinically and developed confidence as they gained experience. Personal attributes, experience, and peer and supervisor support contributed to perceived success as GAs. Factors that hindered perceived success were lack of confidence, an unsupportive environment, and long hours. Conclusions: When looking for graduate assistantships, ATs should seek a position that allows them to practice independently and provides didactic educational opportunities while aligning with their athletic training philosophies.

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Section: Initial Entry Into Rolementioning

confidence: 99%

Graduate-Assistant Athletic Trainers' Perceptions of Professional Socialization in the Collegiate Setting: Part I

Thrasher

Walker²,

Hankemeier³

et al. 2016

Journal of Athletic Training

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“…A great deal of stress is associated with transitioning from being a student to being an independent clinician; therefore, support is necessary during this time. 32 This support differs from the mentoring relationship in being spontaneous and often not planned, reflecting what participants felt regarding their supervisor's role in their development and the sense that the supervisor would always be there for them. Supervisors play an important role in the transition and socialization of new clinicians, 33 and an important quality in a supervisor is the ability to provide support.…”

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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“…In addition to limited opportunities to participate in mental health practicums, Moxham, McCann, Usher, Farrell and Crookes (2011) suggest that there is insufficient mental health content in nursing courses. As a result, nursing graduates enter mental health positions feeling particularly anxious, since they believe they do not possess the clinical knowledge or practical skills required of their new roles, and thus feel ill-equipped to manage their new responsibilities (Procter et al 2011).…”

Section: Early Career Practitioners and The Mental Health Sectormentioning

confidence: 99%

“…Procter et al (2011) note the limited practicum experiences in mental health that are available to student nurses. Some research suggests that even brief placements in mental health settings can have positive effects on nursing students' career intentions.…”

Section: Early Career Practitioners and The Mental Health Sectormentioning

confidence: 99%

“…Suggested strategies include increasing mental health content in tertiary curricula (Hoekstra et al 2010), consolidating mental health nursing leadership, increasing the use of consumer participants (Schneebeli, O'Brien, Lampshire & Hamer 2010;and Happell, Moxham & Platania-Phung 2011), creating a teacher resource repository , ensuring early career nurses working in mental health have access to mentors, developing standardised mental health graduate nurse programs, and developing relationships between universities and potential employers (Procter et al 2011). Other suggestions include employing undergraduate nurses as assistants in nursing (AINs) in mental health facilities (Browne, Cashin, Graham & Shaw 2013) and creating opportunities for students to engage in simulated learning (Felton, Holliday, Ritchie, Langmack & Conquer 2013), with the caveat that some students may perform differently in front of their peers than they would in practice, and that the activity could also cause some participants significant anxiety.…”

Section: Early Career Practitioners and The Mental Health Sectormentioning

confidence: 99%

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Valuing complex and diverse career pathways: the career trajectories and career-related choices of early career practitioners

Turner¹

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Historically, career was understood to be a static, linear concept concerned primarily with paid employment. More recently, broader conceptualisations of career have extended its meaning to incorporate all aspects and roles of an individual's life and to acknowledge its inherently complex, individual, dynamic and contextual nature. Change, now recognised as a key characteristic of career, underpins choice-making processes, which are influenced by a range of factors, including broad contextual issues like labour market trends, in addition to more personal concerns such as family circumstances. This thesis explored the career trajectories of early career professionals (ECPs) employed in the Health Care and Social Assistance (HCSA) industry. Specifically, the aims of the study were to investigate how ECPs describe their career trajectories and account for their careerrelated choices, to identify important attractors and deterrents in relation to career-related choices, and to explore the relevance and usefulness of chaos theory to this topic.In particular, the author sought to understand how the career trajectories of ECPs develop in the context of complex systems including the family, organisations and the broader society. The conceptual approach chosen for its potential to capture this complexity was chaos theory. Three principles of chaos theory were explored. First, chaotic systems change with time and are characterised by randomness and variation. Second, they are sensitive to initial conditions. Finally, their functioning and level of change is affected by several types of attractors.The context of this study was Queensland's non-government mental health sector (NGMHS).Challenges currently facing the broader mental health sector include inadequate responses to consumer needs, difficulties in recruiting and retaining skilled mental health professionals, an ageing workforce, and increasing reliance on non-government organisations (NGOs). Early career professionals employed within Queensland's NGMHS were chosen as the subjects of this study for their documented characteristics, which include high career mobility, variable work readiness, overand under-qualifications, and disparities between their expectations and the realities of employment.Their potential to both exacerbate and to counter challenges faced by Queensland's NGMHS made focusing on these ECPs compelling. Recent calls for Australia to enhance its long-term economic sustainability in the global context by concentrating more on developing the service economy, rather than the commodities sector, provided added impetus for this study.A qualitative, exploratory methodology was adopted. The research design involved a two-phase study consisting of concept maps and individual autobiographical interviews. Participants comprised 25Page 2 of 309 ECPs who had completed university studies in the five years prior to 2012 and who were employed in Queensland's NGMHS. Data were analysed thematically, using both inductive and deductive approaches.Early career ...

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The developing role of Transition to Practice programs for newly graduated mental health nurses

Cited by 31 publications

References 22 publications

Graduate-Assistant Athletic Trainers' Perceptions of Professional Socialization in the Collegiate Setting: Part I

Graduate-Assistant Athletic Trainers' Perceptions of Professional Socialization in the Collegiate Setting: Part I

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

Valuing complex and diverse career pathways: the career trajectories and career-related choices of early career practitioners

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