The working experiences of novice psychiatric nurses in Taiwanese culture: a phenomenological study

Factors influencing the transition and retention of mental health nurses during the initial years of practice: Scoping review

AIM

This review aims to identify the factors influencing the transition and retention of mental health nurses during the initial years of practice, recognize gaps in the literature and propose evidence-based strategies.

BACKGROUND

Mental health is a challenging specialty; recruitment, transition and retention of mental health nurses are known issues of concern.

EVALUATION

The present study undertakes a scoping review to identify factors influencing the transition and retention of mental health nurses during the initial years of practice and the gaps in that research domain. A literature search was conducted using electronic databases. To gain an understanding of the topic of interest, the review of the literature extended from 2000 to 2022.

KEY ISSUES

Existing evidence focuses on specific perspectives of transition. There is limited literature on factors influencing transition and retention among mental health nurses. Findings suggested that personal and professional factors could influence the transition and retention of mental health nurses during the initial years of practice. The main themes identified were personal attributes and professional factors with a number of subthemes.

CONCLUSION

The scoping review identified only a few studies, which showed personal and professional factors related to the transition and retention of mental health nurses at the early stages of their career.

IMPLICATIONS FOR NURSING MANAGEMENT

Potential benefits of effective transition and support with the understanding of factors influencing transition and retention of early career mental health nurses will enhance staff morale, sustainability of the workforce and better patient outcomes. Additionally, a few recommendations for nurse managers and leaders to improve transitional experiences and retention of early career nurses are highlighted.

Psychiatric nurses' experiences and the emotional and psychological sequelae after being psychologically or physically assaulted in psychiatric units: A phenomenological study

AIM

This study aimed to describe psychiatric nurses' experiences and the emotional and psychological sequelae after being psychologically or physically assaulted in inpatient psychiatric units.

METHOD

The study employed a descriptive, phenomenological research approach. A purposive sample of 27 psychiatric nurses participated in in-depth one-on-one interviews. The collected data were transcribed and analyzed using ​Colaizzi's (1978) seven-step method.

RESULTS

Three themes and ten sub-themes emerged: A Fertile Environment for Physical and Psychological Workplace Violence, Psycho-Emotional Sequelae Aftermath of Assault, and Proactive Strategies for Combating Violence.

DISCUSSION

A thorough understanding of workplace violence aids in the development of strategies for preventing and addressing this phenomenon and its psychological and emotional consequences.

IMPLICATIONS FOR PRACTICE

The current study provides new insights on the importance of offering mental health and emotional support to assaulted nurses, especially those with accumulated exposure to violence.

Novice Nurses' Communication Skills When Addressing Aggression in Individuals Experiencing Psychosis: The Role of Emotional Regulation Capacity

Effective nursing practice is linked to a nurse's ability to regulate emotions and effectively communicate with patients. Novice nurses can feel unprepared when approaching individuals with psychosis who show aggressive behaviors. The current descriptive correlational study aimed to examine relationships among novice nurses' emotional regulation (ER) capacity, length of service, and communication skills, and investigate the predictive capacity of ER on communication skills in dealing with aggression among individuals with psychosis. A convenience sample of 133 novice nurses was obtained. Nurses who had been working for 19 to 24 months demonstrated significantly higher overall communication skills than those who had been working for 12 to 18 months and those who had been working <12 months (mean = 45.05 [SD = 10.89], mean = 41.43 [SD = 12.16], and mean = 38.44 [SD = 9.33], respectively; p = 0.03). In addition, a strong positive correlation was detected between ER strategies and communication skills. ER strategies were identified as independent precursors of novice nurses' communication skills. Incorporating ER and communication skills training in mental health nursing curricula is recommended. [Journal of Psychosocial Nursing and Mental Health Services, xx(xx), xx-xx.].

Registered Nurses' experiences of psychological well-being and ill-being in their first year of practice: A qualitative meta-synthesis

AIM

To synthesize Registered Nurses' self-reported perceptions and experiences of psychological well-being and ill-being during their first year of practice.

DESIGN

Qualitative meta-synthesis.

DATA SOURCES

Databases included Cumulative Index of Nursing and Allied Health Literature, Excerpta Medica database, Medical Literature Analysis and Retrieval System Online and Psychological Information. Qualitative studies were considered for inclusion if published in English, from 2009-2019, reporting primary data analysis including psychological well-being and ill-being experiences of graduate nurses in first year of practice.

REVIEW METHODS

Qualitative studies were systematically identified and critically appraised. A meta-synthesis was applied using an open card sort technique to organize empirical data into a matrix of graduate nurses' voices of psychological well-being and ill-being.

RESULTS

Twenty-two studies were included. Analysis revealed patterns of positive experiences and emotions. These included feeling valued and part of the team and learning from and feeling supported by other nurses. Negative experiences and emotions such as feeling overwhelmed, stressed, alone and inadequately prepared were also identified.

CONCLUSION

Graduate nurses' perceptions and experiences of their psychological well-being and ill-being revealed both positive and negative dimensions during this transition period. Specific examples of strategies that may promote transition nurses' well-being and prevent ill-being were identified such as social connection and support.

IMPACT

Increasing the numbers of new nursing graduates world-wide is required to strengthen health systems. Developing strategies to retain these graduates in the workforce is paramount. This review found some graduate nurses experience the transition period as a time of personal growth and fulfilment, for others this period was a stressor. These findings were illustrated in a model of 'ways to well-being'. The potential for knowledge translation of this model extends from graduate nurses as individuals, to nurse entry to practice programs and graduate nurse programs, to organizational policy targeting future health workforce.

SYSTEMATIC REVIEW REGISTRATION NUMBER

CRD42020148812.

The effectiveness of assertiveness training program on psychological wellbeing and work engagement among novice psychiatric nurses

AIM

The study aimed to assess the effectiveness of an assertiveness training program on psychological wellbeing and work engagement among novice psychiatric nurses.

DESIGN

A quasi-experimental design was utilized (one group pre/post assessment).

SETTING

The study was conducted at The Abbasia hospital for mental health in Cairo, Egypt.

SUBJECTS

The subjects of the study were 36 novice nurses who were starting their careers the hospital during 2017/2018.

TOOLS

The current study used four tools for collecting the data: socio-demographic data sheet, Rathus Assertiveness Schedule, Riff's Psychological Well-Being Scale, and Utrecht Work Engagement Scale.

RESULTS

The study results revealed a statistically significant difference between measure one and measure two intervention program regarding assertiveness skills, psychological well-being, and work engagement. Also, there was a significant positive correlation between the total mean scores of assertiveness skills and total mean scores of psychological well-being.

CONCLUSIONS

This single-group feasibility study demonstrated that assertiveness training for novice nurses seems feasible. It may achieve a favorable outcome in developing assertiveness skills and improving psychological wellbeing.

RECOMMENDATIONS

Further randomized controlled trials with more extended follow-up periods are required.

Transition experiences of newly graduated Filipino nurses in a resource-scarce rural health care setting: A qualitative study

PROBLEM

Without a doubt, the transition to a professional nursing role is a challenging and stressful experience for many new nurses, regardless of where they are employed; yet, no study has been conducted to comprehend in detail the transition experiences of newly graduated nurses employed in a resource-scarce rural health care setting.

PURPOSE

This study describes the transition experiences of newly graduated Filipino nurses during their initial clinical placement process.

METHODS

A qualitative phenomenological approach using structured interviews with 15 newly graduated Filipino nurses were used along with the Coliazzi's methodological framework for data analysis.

FINDINGS

Four distinct themes emerged from the content analysis, as follows: experiencing transition shock, feeling pressured, learning excitement, and needing support.

CONCLUSIONS

Similar to the findings of other international studies, newly graduated Filipino nurses described their transition experiences as a stressful and challenging journey. Both academic and nursing administration team members can play key roles in facilitating a smooth transition and the integration of new nurses into the nursing workforce through the employment of evidence-based educational and structured organizational strategies.