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Objective: This is a qualitative study based on content analysis in order to reveal the transition experiences of nurses in the first year of their profession. Methods:The study was carried out between January 2018 and March 2018 with 30 newly graduated nurses, who work in three Training and Research Hospitals, two University Hospitals and three Private Hospitals with JCI Quality Certificate and have a maximum of one year of professional experience. Data were collected through semi-structured in-depth individual interviews using face-to-face interviews.Results: Themes defined in the transition process of newly graduated nurses were emotional, sociocultural and developmental, physical and intellectual. In general, transition experiences of individuals were greatly influenced by the support that is given to the new graduate, the experience, the predictability, sincerity and consistency of the relationships with the individuals they were in contact with, and the expectations of the institution or experienced employees. In the first year of their professional experience, graduates do not feel themselves qualified, comfortable, safe and secure, and experience emotional and physical exhaustion in a short time. In addition, changes in life patterns and routines have emerged as distracting developments or unexpected burdens, particularly for new graduates experiencing adaptation problems. Conclusion:This study focused on the experiences of nurses during their first-year practice which is incredibly challenging for the new graduated nurses. It has been determined that formal and informal support programs are necessary for the new graduates to successfully start the profession.

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A health care transition project is currently underway in Turkey with the purpose of improving health care access, quality, and continuity of care by increasing patients' and health care professionals' satisfaction and cost effectiveness. Consequently, inter-professional collaboration in providing health care has a crucial role in increasing healthcare access, quality, and continuity of care in Turkey. This study aims to determine the factors influencing the collaborative experiences of nurses and physicians at intensive care units (ICUs). A qualitative research approach is used to determine how Turkish ICU nurses and physicians collaborate. Focus group, narrative analysis, and phenomenological approach methods are used to determine a qualitative framework for collaborations between nurses and physicians. A purposive sample of twelve physicians and twelve nurses were selected, and data were analyzed utilizing the content analysis method. The study was conducted in nine ICUs of three hospitals affiliated with two universities in Istanbul. Collaboration with three sub-themes (high, medium, and low) was identified. The results reveal an insufficient level of collaboration between physicians and nurses. Collaboration was identified as insufficient except for those nurses and physicians who had previously known each other. This relationship remains complex and unresolved, and needs to be understood and managed by ICU team leaders.

Objective: This descriptive study was conducted to reveal the views of nurses who participated in an intensive care nursing certification program regarding the process of planning and implementing care. Materials and Methods: The sample comprised 218 voluntary nurses who completed an intensive care nursing certificate program in one of four different education centers. A questionnaire consisting of twenty-five questions, two of which were open-ended, was used to collect the data. The quantitative data were evaluated with descriptive statistics while the qualitative data obtained from the open-ended questions were examined using content analysis. Results: The average age of the participants was 31.7±7.1, and 81.2% were female. The majority of participants stated that they were satisfied with the program content, duration, related learning methods, practical training, and educators. They also noted that the contribution level of the program to their professional knowledge and skills was 69.2±25.2%. Two main themes were determined for content analysis of the qualitative data: design and implementation of the program and the achievements of trainees. Conclusion: Nurses who participated in the intensive care nursing certificate program seemed generally satisfied with the training. However, some other arrangements are needed to design a competency-based program and to conduct it using educators who teach using common course training materials in coordination and cooperation with all training centers.