Transition Shock Experience of Nursing Students in Clinical Practice: A Phenomenological Approach

Abstract

Clinical practice is an irreplaceable educational field in nursing education. Nursing students prepare to become nurses by integrating theoretical and practical nursing practices during clinical practice. However, nursing students experience emotional shock in the clinical environment, which differs from the theoretical learning environment as they enter the clinical practice stage. In this study, the experiences of nursing students with transition shock were analyzed using the analysis method suggested by Colaizzi. From 10 existing subthemes, four new themes were created. Four categories derived from nursing students’ experiences of transition shock were identified as “an unbearable reality”, “feeling the difference between learning and applying nursing care”, “disappointment at the diminished presence”, and “fear of becoming a nurse”. The study results can be used as basic data for measures taken for nursing students in the field of nursing education to increase the understanding of transition shock and its reduction.

Relationship between Transition Shock, Professional Stressors, and Intent to Leave the Nursing Profession during the COVID-19 Pandemic

“…In our study, the level of transition shock was inversely proportional to the level of the respondents’ education. These results are similar to the results of earlier research that also stated that the level of competence is important in adapting to the new work environment and experiencing transition shock [ 14 , 37 ].…”

“…On the other hand, studies confirm that more adaptive coping and greater resilience lead to greater work satisfaction and reduced fatigue [ 13 ]. Authors Ko and Kim state that in the clinical environment emotional shock occurs in new nurses [ 14 ], while other authors believe that an emotional upheaval occurs in both newly employed nurses and those with work experience [ 15 ]. Although it is known that the competencies of experienced nurses facilitate aspects of the transition in overcoming the problems of working [ 15 , 16 ], in pandemic conditions, working with COVID-19 patients was a completely new professional experience for everyone.…”

“…However, previous studies related to the transition mostly identify moving from the role of a student to the role of an employee, where there is a mismatch between personal expectations and the reality in clinical practice [ 10 , 18 , 22 ]. Studies have also analyzed the experience of transition shock of nursing students in clinical practice, transition for new nurses [ 23 ], and transition for nurses when moving from a different department [ 11 , 14 ]; however, studies about the transition of nurses with existing experience to a COVID-19 department has not yet been represented. To our knowledge, no study has investigated the association between the level of transition shock and the nurses’ association with COVID-19 stressors and intent to leave their profession regarding nurses with existing working experience moving to a COVID-19 department.…”

Status and associations of transition shock among nursing students during clinical practice: a cross-sectional study

“…Besides, senior nurses showed a lack of professionalism by not following principles when performing nursing, which is consistent with the results (Ko et al, 2022). And the preceptors' behaviors directly in uenced nursing students' practice and mind so that nursing students, who already lack practical experience and self-con dence, may become negative about clinical work and less favourable to the nursing profession.…”

A Cross-Sectional Study of Mental Health, Lifestyle, and Anxiety in Japanese Nursing Students by Year of College

“…Therefore, one possible reason why more students in their third year have anxiety about studies, clinical practice, and the future is that they are at a stage in their careers where competencies and aptitudes for the nursing profession are becoming more realistically demanded. It has been reported that nursing students experience “an unbearable reality,” “feeling the difference between learning and applying nursing care,” “disappointment at the diminished presence,” and “fear of becoming a nurse” in their clinical practice [ 29 ]. On the other hand, as will be discussed later, there is a trend toward improvement in the fourth-year students.…”