1
|
Napolitano F, Pagnucci N, Aleo G, Walsh N, Kearns T, Wray J, Mahon P, Gazić M, Samardžija M, Bagnasco A, Fitzgerald C. Newly qualified nurses' and midwives' experience with continuing professional development during transition: A cross-sectional study. Nurse Educ Pract 2024; 80:104123. [PMID: 39241664 DOI: 10.1016/j.nepr.2024.104123] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/28/2024] [Revised: 08/17/2024] [Accepted: 08/29/2024] [Indexed: 09/09/2024]
Abstract
AIM To explore newly qualified nurses and midwives' experience of continuing professional development (CPD) and factors associated with CPD participation during newly qualified nurses and midwives' transition, such as job satisfaction and intention to leave. BACKGROUND Newly qualified nurses and midwives find it difficult to make the transition to their first registered post. During the transition, professional support through CPD is essential to build competence and confidence and increase job satisfaction and retention. DESIGN A cross-sectional study. METHODS This study was conducted from September 2021 to October 2022. The online survey, consisting of 83 items, included: the Questionnaire of Professional Development of Nurses (Q-PDN), the McCloskey/Mueller Satisfaction Scale, three questions about Intention to Leave and two open-ended questions. The analysis was conducted by combining the results from the three European countries. Descriptive and logistic regression analyses were performed. The participants were Newly qualified nurses and midwives from Ireland, Italy and Croatia RESULTS: A total of 476 Newly qualified nurses and midwives completed the survey. Of these, 32 % (n=152) were satisfied with opportunities to participate in CPD activities and 54.8 % (n=261) had participated in a formal CPD programme. Most newly qualified nurses and midwives (89.1 %, n=424) agreed that they would like to participate in a formal CPD programme. Almost half of the participants (46.4 %, n=219) had thought of leaving the profession in the previous 12 months. We found that 'having participated in a programme to support newly qualified nurses (OR=0.29; p<.001), 'participating in mandatory CPD activities' (OR=0.76; p=0.016) and 'working in the clinical area of community' (OR=0.31; p<.001) or in maternity (OR=0.46; p=0.040) were positively associated with better job satisfaction. CONCLUSIONS Participation in support programs during the transition period contributes to increasing job satisfaction for newly qualified nurses and midwives. During their transition, newly qualified nurses and midwives need more support from their institution managers, in terms of ensuring a better learning environment, as well as formal and informal supports.
Collapse
Affiliation(s)
- Francesca Napolitano
- Department of Health Sciences, University of Genoa, Via A. Pastore 1, Genoa 16132, Italy.
| | - Nicola Pagnucci
- Department of Translational Research and New Surgical and Medical Technologies, University of Pisa, Via Savi 67, Pisa 56100, Italy; European Centre of Excellence for Research in Continuing Professional Development, Faculty of Nursing and Midwifery, Royal College of Surgeons in Ireland, Dublin, Ireland.
| | - Giuseppe Aleo
- European Centre of Excellence for Research in Continuing Professional Development, Faculty of Nursing and Midwifery, Royal College of Surgeons in Ireland, Dublin, Ireland.
| | - Niamh Walsh
- European Centre of Excellence for Research in Continuing Professional Development, Faculty of Nursing and Midwifery, Royal College of Surgeons in Ireland, Dublin, Ireland.
| | - Thomas Kearns
- Faculty of Nursing and Midwifery, Royal College of Surgeons in Ireland, 123 St. Stephen's Green, Dublin, Ireland.
| | - Jane Wray
- Faculty of Health Sciences, University of Hull, Hull HU67RX, UK.
| | - Paul Mahon
- Centre for Nursing and Midwifery Advancement, Faculty of Nursing and Midwifery, Royal College of Surgeons in Ireland, 123 St. Stephen's Green, Dublin, Ireland.
| | | | | | - Annamaria Bagnasco
- Department of Health Sciences, University of Genoa, Via A. Pastore 1, Genoa 16132, Italy.
| | - Catherine Fitzgerald
- European Centre of Excellence for Research in Continuing Professional Development, Faculty of Nursing and Midwifery, Royal College of Surgeons in Ireland, Dublin, Ireland.
| |
Collapse
|
2
|
Ma W, Xu Y, Liu Y, Liang T, Ma F. Perspectives of Chinese New Nurses Regarding Successful Transition: A Qualitative Study. J Nurs Res 2024; 32:e321. [PMID: 38506572 DOI: 10.1097/jnr.0000000000000607] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 03/21/2024] Open
Abstract
BACKGROUND Transition issues have been discussed for many decades, yet little is known about successful transition expectations in the context of Chinese culture. PURPOSE This article was designed to describe the expectations of newly graduated nurses in China regarding successful transition. METHODS A qualitative, descriptive study design was employed, and a purposive sampling method was used to recruit interviewees. All of the one-to-one conversations were held in a quiet room to ensure privacy. All of the interviews were transcribed and then analyzed using thematic analysis. RESULTS Nineteen new nurses were recruited from seven tertiary hospitals and participated in the in-depth interview process. Transition success, that is, "professional metamorphosis," was revealed through the four themes of "being competent in nursing work," "establishing a professional identity," "establishing comfortable interpersonal relationships," and "achieving balance between work and life." CONCLUSIONS/IMPLICATIONS FOR PRACTICE Chinese new nurses expect their successful transition to achieve a professional metamorphosis in many aspects. A successful transition is not only a journey of professionalization but also a process of socialization. New nurses expect to achieve both maturity in their work and wisdom in life. The results of this study provide a greater understanding of transition issues in the context of Chinese culture. Thus, support and strategies cannot be limited to interventions designed to improve working competence but should be individualized to help new nurses achieve a smooth transition.
Collapse
Affiliation(s)
- Weiguang Ma
- PhD, RN, Professor, School of Nursing, Chinese Academy of Medical Sciences and Peking Union Medical College, China
| | - Yutong Xu
- BSN, RN, Master Student, School of Nursing, Chinese Academy of Medical Sciences and Peking Union Medical College, China
| | - Yuanfei Liu
- MSN, RN, Department of Nursing, The Second Affiliated Hospital Zhejiang University School of Medicine, Zhejiang University, China
| | - Tao Liang
- PhD, RN, Professor, School of Nursing, Chinese Academy of Medical Sciences and Peking Union Medical College, China
| | - Fang Ma
- PhD, RN, Associate Professor, Nursing Department, The First Affiliated Hospital of Kunming Medical University, China
| |
Collapse
|
3
|
Velarde‐García JF, González‐Hervías R, Álvarez‐Embarba B, Cachón‐Pérez JM, Rodríguez‐García M, Oliva‐Fernández O, González‐Sanz P, Palacios‐Ceña D, Moro‐López‐Menchero P, Fernández‐de‐las‐Peñas C, Mas Espejo M. Under-graduate nursing students working during the first outbreak of the COVID-19 pandemic: A qualitative study of psychosocial effects and coping strategies. Int J Nurs Pract 2022; 28:e13065. [PMID: 35580863 PMCID: PMC9348150 DOI: 10.1111/ijn.13065] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/24/2021] [Revised: 04/25/2022] [Accepted: 05/08/2022] [Indexed: 12/01/2022]
Abstract
BACKGROUND The first wave of the COVID-19 pandemic caused a shortage of health care staff, forcing the hiring of senior nursing students. AIMS To describe the psychosocial impact and coping strategies used by nursing students during the first outbreak of the COVID-19 pandemic and to understand the coping strategies they employed. METHOD A qualitative exploratory study was conducted, based on Sandelowski's proposal. Purposive sampling was carried out to recruit 18 students hired during the pandemic. The students were interviewed between 18 March and 15 June 2020. Semi-structured interviews were conducted using a digital platform. An inductive thematic analysis was performed. FINDINGS The students lived alone and isolated during their contract to protect their cohabitants from possible contagion. The impact of working during the pandemic leads to experiences of stress, insomnia, nightmares and anxiety. Nursing students coped with the emotional burden through mental disconnection and the support of co-workers and family members. CONCLUSION Psychological support and tutoring should be provided by health centres. In addition, in these special circumstances, universities should adapt the training provided.
Collapse
Affiliation(s)
- Juan Francisco Velarde‐García
- Department of Nursing, Red Cross College of NursingUniversidad Autónoma de MadridMadridSpain
- Research Nursing Group of Instituto de Investigación Sanitaria Gregorio Marañón (IiSGM)MadridSpain
| | - Raquel González‐Hervías
- Department of Nursing, Red Cross College of NursingUniversidad Autónoma de MadridMadridSpain
| | - Beatriz Álvarez‐Embarba
- Department of Nursing, Red Cross College of NursingUniversidad Autónoma de MadridMadridSpain
| | - Jose Miguel Cachón‐Pérez
- Department of Nursing, Facultad Ciencias Salud, Research Group of Teaching Methodologies and Assessment Systems in NursingUniversidad Europea de MadridMadridSpain
| | - Marta Rodríguez‐García
- Department of Nursing, Facultad Ciencias Salud, Research Group of Teaching Methodologies and Assessment Systems in NursingUniversidad Europea de MadridMadridSpain
| | - Oscar Oliva‐Fernández
- Department of Nursing, Facultad Ciencias Salud, Research Group of Teaching Methodologies and Assessment Systems in NursingUniversidad Europea de MadridMadridSpain
| | - Pilar González‐Sanz
- Department of Nursing, Facultad Ciencias Salud, Research Group of Teaching Methodologies and Assessment Systems in NursingUniversidad Europea de MadridMadridSpain
| | - Domingo Palacios‐Ceña
- Department of Physical Therapy, Occupational Therapy, Physical Medicine and RehabilitationResearch Group of Humanities and Qualitative Research in Health Science of Universidad Rey Juan Carlos (Hum&QRinHS)AlcorcónSpain
| | - Paloma Moro‐López‐Menchero
- Department of Physical Therapy, Occupational Therapy, Physical Medicine and RehabilitationResearch Group of Humanities and Qualitative Research in Health Science of Universidad Rey Juan Carlos (Hum&QRinHS)AlcorcónSpain
| | - César Fernández‐de‐las‐Peñas
- Department of Physical Therapy, Occupational Therapy, Physical Medicine and Rehabilitation, Research Group of Manual TherapyDry Needling and Therapeutic Exercise of Universidad Rey Juan Carlos (GITM‐URJC)MadridSpain
| | - Marta Mas Espejo
- Department of Nursing, Red Cross College of NursingUniversidad Autónoma de MadridMadridSpain
| |
Collapse
|
4
|
Pourteimour S, Nobahar M, Raiesdana N. Moral intelligence, clinical placement experience and professional behaviors among Iranian undergraduate nursing students in a baccalaureate nursing program: A descriptive correlational study. Nurse Educ Pract 2021; 55:103146. [PMID: 34304128 DOI: 10.1016/j.nepr.2021.103146] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/09/2021] [Revised: 07/02/2021] [Accepted: 07/07/2021] [Indexed: 02/08/2023]
Abstract
AIMS This study was intended to examine the relationship of both moral intelligence (MI) and Clinical Placement Experience (CPE) with the level of nursing students' professional behaviors (PB). BACKGROUND The foundation of belief, belonging and ethical values develop PB as a meaningful attribute during the period students and caring for patients. DESIGN A descriptive correlational study was conducted. METHODS Descriptive data were derived from the Belongingness Scale-Clinical Placement Experience (BES-CPE), the Moral Intelligence Questionnaire (MIQ) and the Nursing Students Professional Behaviors Scale (NSPBS) including 200 students (response rate 94.5%). RESULTS We found a statistically strong positive correlation between NSPB, MI and CPE. The regression model accounted for 57.8% of the variance in NSPB; CPE and MI were significant explanatory variables of NSPB. Moreover, the non-employed dormitory students had a significant statistical difference in the scores of all three variables. Female students had significantly higher CPE and MI (p˂0.05). CONCLUSIONS According to our findings, preventive and mediation endeavors for nursing students can explicitly target their behavioral skills to reduce perceived rejection and improve morality. As a result, an optimal plan to improve the quality of professional training courses for students should be designed based on the comprehension of clinical belonging and moral intelligence.
Collapse
Affiliation(s)
- Sima Pourteimour
- Student Research Committee, Semnan University of Medical Sciences, Semnan, Iran; Department of Pediatric Nursing, School of Nursing and Midwifery, Urmia University of Medical Sciences, Urmia, Iran
| | - Monir Nobahar
- Nursing Care Research Center, Semnan University of medical siences, Semnan, Iran; Social Determinants of Health Research Center, Semnan University of Medical Sciences, Semnan, Iran; School of Nursing and Midwifery, Semnan University of Medical Sciences, Semnan, Iran.
| | - Nayyereh Raiesdana
- Nursing Care Research Center, Semnan University of medical siences, Semnan, Iran; School of Nursing and Midwifery, Semnan University of Medical Sciences, Semnan, Iran
| |
Collapse
|
5
|
Kilbourne BF, Bowman TG, Barrett JL, Singe SM. A Theoretical Model of Transition to Practice for Athletic Trainers. J Athl Train 2021; 56:508-517. [PMID: 34000017 DOI: 10.4085/1062-6050-445-19] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/09/2022]
Abstract
CONTEXT The transition to practice of newly credentialed athletic trainers (ATs) has become an area of focus in the athletic training literature. However, no theoretical model has been developed to describe the phenomenon and drive investigation. OBJECTIVE To better understand the lived experience of the transition to practice and develop a theoretical model of transition to practice for ATs. DESIGN Qualitative study. SETTING Telephone interviews. PATIENTS OR OTHER PARTICIPANTS Fourteen professional master's athletic training students (7 men, 7 women, age = 25.6 ± 3.7 years, from 9 higher education institutions) in the first year of clinical practice as newly credentialed ATs. DATA COLLECTION AND ANALYSIS Participants completed semistructured phone interviews at 3 timepoints over 12 to 15 months. The first interview was conducted just before graduation, the second 4 to 6 months later, and the third at 10 to 12 months. The interviews were transcribed and analyzed using a grounded theory approach. RESULTS We developed a theoretical model to explain the causal conditions that triggered transition, how the causal conditions were experienced, the coping strategies used to persist through the first year of practice, and the consequences of those strategies. CONCLUSIONS The model provides a framework for new athletic training clinicians, educators, and employers to better understand the transition process in order to help new clinicians respond by accepting or adapting to their environment or their behaviors.
Collapse
Affiliation(s)
| | - Thomas G Bowman
- Department of Athletic Training, University of Lynchburg, VA
| | | | | |
Collapse
|
6
|
Canet-Vélez O, Botigué T, Lavedán Santamaría A, Masot O, Cemeli T, Roca J. The perception of training and professional development according to nursing students as health workers during COVID-19: A qualitative study. Nurse Educ Pract 2021; 53:103072. [PMID: 33991965 PMCID: PMC8088907 DOI: 10.1016/j.nepr.2021.103072] [Citation(s) in RCA: 22] [Impact Index Per Article: 7.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/28/2020] [Revised: 04/18/2021] [Accepted: 04/23/2021] [Indexed: 12/30/2022]
Abstract
Aim To explore the perception of education and professional development of final-year nursing students who carried out health relief tasks during the COVID-19 pandemic. Background The COVID-19 pandemic has led to a global health emergency. This situation has exacerbated the need for additional healthcare employees, forcing the Spanish government to incorporate volunteer nursing students as auxiliary health staff. Design A qualitative study framed in the constructivist paradigm. Methods Twenty-two students of nursing were recruited. A purposeful sampling was implemented until reaching saturation. A semi-structured interview as a conversational technique was used to collect information based on three dimensions: academic curriculum, disciplinary professional development, and patient care. Subsequently, a content analysis of the information was carried out. Three phases were followed in the data analysis process: theoretical, descriptive-analytical, and interpretive. The COREQ checklist was used to evaluate the study. Results The most important results are linked to the students’ professional and academic preparation, how the nurses handled the pandemic situation and the characteristics of the COVID-19 patients. Conclusions Students require training in order to offer holistic care to patients, adapted to the context. Participants highlight the importance of professional values and recognise a high level of competence and autonomy in nurses.
Collapse
Affiliation(s)
- Olga Canet-Vélez
- Faculty of Health Sciences Blanquerna, University Ramon Llull, Degree of Nursing, 326-332 Padilla, St, 08025 Barcelona, Spain
| | - Teresa Botigué
- Department of Nursing and Physiotherapy, University of Lleida, 2 Montserrat Roig, St., 25198 Lleida, Spain; Health Care Research Group (GRECS), Biomedical Research Institute of Lleida, 80 Alcalde Rovira Roure, St., 25198 Lleida, Spain.
| | - Ana Lavedán Santamaría
- Department of Nursing and Physiotherapy, University of Lleida, 2 Montserrat Roig, St., 25198 Lleida, Spain; Health Care Research Group (GRECS), Biomedical Research Institute of Lleida, 80 Alcalde Rovira Roure, St., 25198 Lleida, Spain
| | - Olga Masot
- Department of Nursing and Physiotherapy, University of Lleida, 2 Montserrat Roig, St., 25198 Lleida, Spain; Health Care Research Group (GRECS), Biomedical Research Institute of Lleida, 80 Alcalde Rovira Roure, St., 25198 Lleida, Spain
| | - Tània Cemeli
- Faculty of Nursing and Physiotherapy, University of Lleida, 2 Montserrat Roig, St., 25198 Lleida, Spain
| | - Judith Roca
- Department of Nursing and Physiotherapy, University of Lleida, 2 Montserrat Roig, St., 25198 Lleida, Spain; Health Care Research Group (GRECS), Biomedical Research Institute of Lleida, 80 Alcalde Rovira Roure, St., 25198 Lleida, Spain
| |
Collapse
|
7
|
Míriam RM, Sofia BF, Anna MA, Elena CÁ, Rosa NM, Rosa RR. Premature transition of nursing students to the professional world due to COVID-19 pandemic in Spain. Nurse Educ Pract 2021; 51:102997. [PMID: 33639608 PMCID: PMC7889468 DOI: 10.1016/j.nepr.2021.102997] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/11/2021] [Accepted: 02/12/2021] [Indexed: 11/24/2022]
Affiliation(s)
- Rodríguez-Monforte Míriam
- Global Research on Wellbeing (GRoW) Research Group, Blanquerna School of Health Sciences - Universitat Ramon Llull, Padilla, 326-332, 08025, Barcelona, Spain; Blanquerna School of Health Sciences-Universitat Ramon Llull, Padilla, 326-332, 08025, Barcelona, Spain.
| | - Berlanga-Fernández Sofia
- Global Research on Wellbeing (GRoW) Research Group, Blanquerna School of Health Sciences - Universitat Ramon Llull, Padilla, 326-332, 08025, Barcelona, Spain; Blanquerna School of Health Sciences-Universitat Ramon Llull, Padilla, 326-332, 08025, Barcelona, Spain
| | - Martín-Arribas Anna
- Blanquerna School of Health Sciences-Universitat Ramon Llull, Padilla, 326-332, 08025, Barcelona, Spain; GHenderS Research Group, Blanquerna School of Health Sciences - Universitat Ramon Llull, Padilla, 326-332, 08025, Barcelona, Spain
| | - Carrillo-Álvarez Elena
- Global Research on Wellbeing (GRoW) Research Group, Blanquerna School of Health Sciences - Universitat Ramon Llull, Padilla, 326-332, 08025, Barcelona, Spain; Blanquerna School of Health Sciences-Universitat Ramon Llull, Padilla, 326-332, 08025, Barcelona, Spain
| | - Navarro-Martínez Rosa
- Blanquerna School of Health Sciences-Universitat Ramon Llull, Padilla, 326-332, 08025, Barcelona, Spain
| | - Rifà-Ros Rosa
- Global Research on Wellbeing (GRoW) Research Group, Blanquerna School of Health Sciences - Universitat Ramon Llull, Padilla, 326-332, 08025, Barcelona, Spain; Blanquerna School of Health Sciences-Universitat Ramon Llull, Padilla, 326-332, 08025, Barcelona, Spain
| |
Collapse
|
8
|
Abelsson A, Gustafsson M, Petersèn C, Knutsson S. Physical stress triggers in simulated emergency care situations. Nurs Open 2021; 8:156-162. [PMID: 33318823 PMCID: PMC7729522 DOI: 10.1002/nop2.614] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/02/2020] [Revised: 07/15/2020] [Accepted: 08/06/2020] [Indexed: 01/10/2023] Open
Abstract
Aim To practise emergency care situations during the education can be stressful. The aim of this study is to identify factors that cause stress in simulated emergency care. Design A descriptive observational study. Methods Video recordings (N = 26) subjected to observation with written field notes in turn subjected to interpretive qualitative content analysis. Results To assess the patient's condition and decide what measures to take trigger stress reactions. If the students failed to connect the correct and relevant information in the conversation with the physician, the students showed signs of stress. Also, to calculate medication dosages stress the students.
Collapse
Affiliation(s)
- Anna Abelsson
- Department of Nursing ScienceSchool of Health SciencesJönköping UniversityJönköpingSweden
| | - Marcus Gustafsson
- Department of Nursing ScienceSchool of Health SciencesJönköping UniversityJönköpingSweden
| | - Christina Petersèn
- Department of Nursing ScienceSchool of Health SciencesJönköping UniversityJönköpingSweden
| | - Susanne Knutsson
- Department of Nursing ScienceSchool of Health SciencesJönköping UniversityJönköpingSweden
- Department of Health and Caring SciencesFaculty of Health and Life SciencesLinnaeus UniversityVäxjöSweden
| |
Collapse
|
9
|
New Graduate Nurse Transition Into the Intensive Care Unit: Qualitative Insights From a Longitudinal Study-Part 1. Res Theory Nurs Pract 2020; 33:428-444. [PMID: 31666397 DOI: 10.1891/1541-6577.33.4.428] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/25/2022]
Abstract
BACKGROUND AND PURPOSE Patients admitted to intensive care units (ICUs) are critically ill and suffer from life-threatening sickness of injury. To work in ICU, registered nurses require additional knowledge and skills. While practices regarding the hire of new graduate nurses (NGNs) into settings such as the ICU vary, it is common that NGNs are being hired. However, NGNs in general, are at a higher risk for turnover within the profession as compared to their more experienced colleagues. NGNs in ICU settings may be at higher risk of turnover due to the complexity of the care context. It is of particular importance that the experiences of NGNs in ICU be explored with the intent of identifying what these nurses experience but also to consider how they can be best supported during a period of transition. This manuscript reports the findings from a mixed design study that sought to understand the transition of a cohort of NGNs over a period of 2 years. METHODS This study used both a purposive and convenience sample of NGNs. The qualitative component incorporated Thorne's (2016) interpretive description. Face-to-faceinterviews were completed. RESULTS Five themes were identified: an emotional transition, a social transition, a transitioning mindset, transitioning through firsts, and transitioning with confidence. Within each theme, there is a distinct difference and elements of transition were evident. Findings demonstrate that the NGNs appeared to be more confident in their skills and in their nursing practice over time. Findings from this study provide important insight into the experiences of NGNs in ICUs.
Collapse
|
10
|
Woo MWJ, Newman SA. The experience of transition from nursing students to newly graduated registered nurses in Singapore. Int J Nurs Sci 2019; 7:81-90. [PMID: 32099864 PMCID: PMC7031122 DOI: 10.1016/j.ijnss.2019.11.002] [Citation(s) in RCA: 32] [Impact Index Per Article: 6.4] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/15/2019] [Revised: 11/19/2019] [Accepted: 11/20/2019] [Indexed: 11/18/2022] Open
Abstract
Objectives To investigate the experience of newly graduated registered nurses (NGRNs) in Singapore following their initial 6–12 months of transition from nursing student to registered nurse. Methods This mixed-methods study consisted of two phases. In the first phase, data were collected via the administration of the online survey to 30 NGRNs. The questionnaire contained 42 items of the four-point Likert scale survey. In the second phase, a focus group interview was conducted with 5 NGRNs to gather complementary information regarding the major findings from the first phase. Results The survey revealed despite most NGRNs (80%) in this study expressed overall satisfied with their transition, the item score was (2.97±0.61) out of 4, the majority (83.3%) also perceived their transition to professional practice being stressful, the item score was (3.07±0.74) out of 4.Three themes emerged from the interview, ‘personal transition experience’, ‘professional transition experience’, and ‘organizational transition experience’, which are entwined to construct overall NGRNs’ transition experiences. Conclusions This study reaffirms the theory-practice gap phenomenon. This signifies the need for closer collaboration between educational, healthcare industry and regulatory stakeholders to examine and address factors that influence their transition experience to better support them for workforce readiness.
Collapse
Affiliation(s)
- Ming Wei Jeffrey Woo
- School of Health & Social Sciences, Nanyang Polytechnic, Singapore
- Corresponding author.
| | - Stuart Andrew Newman
- Susan Wakil School of Nursing and Midwifery, The University of Sydney, New South Wales, Australia
| |
Collapse
|
11
|
Feltrin C, Newton JM, Willetts G. How graduate nurses adapt to individual ward culture: A grounded theory study. J Adv Nurs 2018; 75:616-627. [DOI: 10.1111/jan.13884] [Citation(s) in RCA: 9] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/27/2018] [Revised: 08/19/2018] [Accepted: 09/20/2018] [Indexed: 11/27/2022]
Affiliation(s)
- Caterina Feltrin
- Monash Nursing and Midwifery; Monash University; Clayton Vic. Australia
| | - Jennifer M Newton
- Monash Nursing and Midwifery; Monash University; Clayton Vic. Australia
- School of Nursing; McMaster University; Hamilton ON Canada
| | - Georgina Willetts
- Department of Health Professions; Swinburne University; Melbourne Vic. Australia
| |
Collapse
|
12
|
Kulka JM, De Gagne JC, Mullen CK, Robeano K. Mindfulness-Based Stress Reduction for Newly Graduated Registered Nurses. Creat Nurs 2018; 24:243-250. [DOI: 10.1891/1078-4535.24.4.243] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/25/2022]
Abstract
BackgroundThe transition from student to professional nurse is an important milestone in the development of newly graduated nurses. Mindfulness-based stress reduction (MBSR) has been shown to reduce symptoms of stress in those engaged in regular practice (Bazarko, Cate, Azocar, & Kreitzer, 2013; Kabat-Zinn, 1990).MethodThe quality improvement project used a one-group pre-test/posttest design to measure newly graduated registered nurses’ awareness of mindfulness and perceived stress.ResultsMindfulness awareness improved from pre-intervention (M = 3.66, SD = .81) to post-innovation (M = 4.03, SD = .69) although this was not statistically significant, (t[67] = 1.93, p = .057). There was a statistically significant decrease in perceived stress from pre-innovation (M = 19.47, SD = 7.16) to post-innovation (M = 15.71, SD = 6.90), (t[66] = 2.16, p = .034). Qualitative themes of increased patient safety, communication, and teamwork were identified.ConclusionMBSR has the potential to increase mindfulness and decrease perceived stress in newly graduated registered nurses, encouraging improved patient safety, communication, and teamwork.
Collapse
|
13
|
|
14
|
Cramer JH, Pugh JD, Slatyer S, Twigg DE, Robinson M. Issues impacting on enrolled nurse education for Aboriginal and Torres Strait Islander students: a discussion. Contemp Nurse 2018; 54:258-267. [PMID: 29983102 DOI: 10.1080/10376178.2018.1493347] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/28/2022]
Abstract
Background: Achieving increased participation of Aboriginal and Torres Strait Islander peoples in Australia's health workforce, particularly nursing, is federal government policy imperative. However, the uptake of Aboriginal and Torres Strait Islander students into nursing has stalled and their attrition from tertiary nursing courses is considerably higher than for other students. Aim: To alert the profession to issues impacting enrolled nursing education for Aboriginal and Torres Strait Islander students. Design: Discussion paper. Results: Studies of Aboriginal and Torres Strait Islander students mainly focus on tertiary education for registered nurses whereas vocational education and training (VET) for enrolled nurses is usually overlooked. It is generally assumed that the issues influencing the recruitment, attrition, and retention of Aboriginal and Torres Strait Islander students in higher education universities and other institutions similarly impact enrolled nursing students in the VET sector. Conclusion: Research that contributes robust evidence-based knowledge specifically on strategies addressing issues in enrolled nursing education for Aboriginal and Torres Strait Islander students and their employment uptake is required.
Collapse
Affiliation(s)
- Jennifer H Cramer
- Centre for Nursing, Midwifery and Health Services Research, School of Nursing and Midwifery, Edith Cowan University, Joondalup, Australia
| | - Judith Dianne Pugh
- Centre for Nursing, Midwifery and Health Services Research, School of Nursing and Midwifery, Edith Cowan University, Joondalup, Australia
| | - Susan Slatyer
- Centre for Nursing, Midwifery and Health Services Research, School of Nursing and Midwifery, Edith Cowan University, Joondalup, Australia.,School of Nursing, Midwifery and Paramedicine, Curtin University, Perth, Australia.,Centre for Nursing Research, Sir Charles Gairdner Hospital, Nedlands, Australia.,School of Health Professions, Murdoch University, Murdoch, Australia
| | - Diane E Twigg
- Centre for Nursing, Midwifery and Health Services Research, School of Nursing and Midwifery, Edith Cowan University, Joondalup, Australia.,Centre for Nursing Research, Sir Charles Gairdner Hospital, Nedlands, Australia
| | - Melanie Robinson
- Aboriginal Health Policy Directorate, Systems Policy and Planning Division, Department of Health, Government of Western Australia, East Perth, Australia
| |
Collapse
|
15
|
A phenomenological exploration of graduate nurse transition to professional practice within a transition to practice program. Collegian 2018. [DOI: 10.1016/j.colegn.2017.09.002] [Citation(s) in RCA: 35] [Impact Index Per Article: 5.8] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/19/2022]
|
16
|
Innes T, Calleja P. Transition support for new graduate and novice nurses in critical care settings: An integrative review of the literature. Nurse Educ Pract 2018; 30:62-72. [PMID: 29571106 DOI: 10.1016/j.nepr.2018.03.001] [Citation(s) in RCA: 55] [Impact Index Per Article: 9.2] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/08/2017] [Revised: 01/07/2018] [Accepted: 03/03/2018] [Indexed: 10/17/2022]
Abstract
Transition into critical care areas for new graduate nurses may be more difficult than transitioning into other areas due to the specialised knowledge needed. It is unknown which aspects of transition programs best support new graduate nurses improve competence and confidence to transition into critical care nursing specialties. Identifying these aspects would assist to design and implement best practice transition programs for new graduates in critical care areas. Themes identified in the literature include; having a designated resource person, workplace culture, socialisation, knowledge and skill acquisition, orientation, and rotation. Allocation of a quality resource person/s, supportive workplace culture, positive socialisation experiences, knowledge and skill acquisition and structured orientation based on new graduates' learning needs all positively supported increased confidence, competence and transition into nursing practice. Rotations between areas within graduate programs can potentially have both positive and negative impacts on the transition process. Negative impacts of including a rotation component in a transition program should be carefully considered alongside perceived benefits when designing new graduate nurse transition programs.
Collapse
Affiliation(s)
- Tiana Innes
- Operating Theatres, Princess Alexandra Hospital, 199 Ipswich Road, Woolloongabba, QLD 4102, Australia; School of Nursing & Midwifery, Griffith University, 170 Kessels Road, Nathan, QLD 4111, Australia.
| | - Pauline Calleja
- School of Nursing & Midwifery, Griffith University, 170 Kessels Road, Nathan, QLD 4111, Australia; Menzies Health Institute Queensland, 170 Kessels Road, Nathan, QLD 4111, Australia.
| |
Collapse
|