A secondary data analysis examining the needs of graduate nurses in their transition to a new role

Phillips, Craig; Kenny, Amanda; Esterman, Adrian; Smith, Colleen

doi:10.1016/j.nepr.2013.07.007

Cited by 121 publications

(136 citation statements)

References 60 publications

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“…It is ironic that one of the main attractions of the chosen specialism is one of the key stressors. Phillips et al (2014) suggested that popular career choices may not be appropriate for the basic skill set of NQNs and Burke et al (2014) emphasised the need to match the graduate's skills with those required in their first post. This strongly suggests that a decision-making tool used in conjunction with coaching from academic staff may be of benefit.…”

Section: Discussionmentioning

confidence: 99%

“…This phenomenon was first identified by Kramer (1974), who recognised that the gap between the graduate nurses' expectations and the realities of professional practice results in role conflict and stress. Phillips et al (2014) found that graduates entering highly specialised areas felt that their skill set was too basic for the level of patient acuity and that this increased stress. Matching the graduate's skills with those required in their first destination post is pivotal in facilitating a smooth transition into the profession (Burke et al, 2014).…”

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confidence: 99%

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The influence of placements on adult nursing graduates' choice of first post

et al. 2017

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Background: This article presents findings from a study that sought to explore the extent to which clinical placements have an impact on nursing students' decisions regarding their first staff nurse post. Within the UK, nursing is facing a recruitment crisis with particular difficulty recruiting to areas such as primary care and care of older people. Transitioning into a new role is challenging in any occupation, but it is a particular problem in nursing where the realities of professional practice often differ from students' perception of the staff nurse role as shaped by their clinical placements. Aim: This pilot study aimed to explore the influence of practice placements on final-year adult nursing students' career decisions. Method: Qualitative and quantitative data were collected in a single phase using a questionnaire distributed to nursing students on the final day of their course. A total of 35 completed questionnaires were returned (response rate 57%). Results: Half of the participants entered the course with preconceived preferences for clinical specialisms. However, only five participants (14%) applied for first-destination posts in that specialism. The overall importance of placements in career choice increased across the three years of the programme. Although placements in all three years are important, the experiences in year 3 are pivotal, with 74% ranking these as ‘significantly influential’ in their decision-making process. Analysis of the data obtained from the free-text responses from the questionnaire suggested that working environment; the level of support provided by mentors and clinical staff; the opportunity to make a difference to patients' lives and the variety of placements, were key influences on nursing students' decision regarding their first staff nurse post. Conclusions: This study highlights the key role of practice placements in the career choices of student nurses, particularly during the final year of their programme. It shows that students are likely to apply for posts in the placement area they found to be most supportive and developmental.

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Section: Discussionmentioning

confidence: 99%

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confidence: 99%

The influence of placements on adult nursing graduates' choice of first post

et al. 2017

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“…[1,2] Although they have completed their nursing program FYRNs are still learning when they enter the hospital setting. [3][4][5][6][7] As a result, the experience of transitioning to the nursing workforce while needing to consolidate prior learning has been portrayed as highly stress-ful [8][9][10] and full of stumbling blocks that have unpleasant repercussions for the professional and personal lives of new graduates. [3][4][5] FYRNs need energy and courage to transition to nursing practice [11,12] but success is not achieved easily and too many FYRNs become discouraged, disillusioned and ready to leave.…”

Section: Introductionmentioning

confidence: 99%

“…[13] The literature on the transition of nursing graduates to the role of registered nurse is varied and extensive, it is clear, that the FYRN is required to adapt quickly to a new and demanding clinical role. [10,13] If they cannot adapt, FYRNs have invested in an expensive education they cannot capitalize on and the nursing workforce has lost the potential of a recruit at a time of concern about nursing shortages. As in the U.S, [14] nursing shortages in Lebanon are affecting care processes, health care capacity and patient safety.…”

Section: Introductionmentioning

confidence: 99%

“…[5,11] The stress of poor orientation is increased in the absence of regular constructive feedback [7,13] and no time for the FYRN to learn how to improve performance. [10,20,23] Poor orientation makes FYRNs feel unwelcome and they interpret absence of feedback as a lack of support. [10] The support of a preceptor who can help facilitate acceptance by the work team and promote feelings of inclusion is invaluable in smoothing the transition of the FYRN.…”

Section: Introductionmentioning

confidence: 99%

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Transitioning to nursing practice in Lebanon: Challenges in professional, occupational and cultural identity formation

Madi

Clinton²,

Doumit³

et al. 2018

JNEP

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The aim of this study was to identify the challenges graduates from three of Lebanon's leading universities face as they transition from the role of student to first year registered nurse. Focus group discussions and one joint interview were conducted with 16 first year registered nurses transitioning to practice in university medical centers in Greater Beirut. Thematic analysis was used to summarize the challenges faced by the graduates. Initially, three descriptive themes were used to summarize the data: classroom learning, workplace realities, and "wanting a life". Together the three themes indicted that classroom instruction of baccalaureate nursing students in Lebanon raises expectations for ideal practice that cannot be realized in clinical units with high workloads and nursing shortages. As a result, first year registered nurses are made to feel unwelcome unless they compromise their values and adapt quickly to the pace of work. The three initial themes were revised deductively from the perspective of ego-identity theory to explain the relationship between transitioning to nursing practice and identity formation in late adolescence and early adulthood. If the pressures of identity formation are not addressed, first year registered nurses in Lebanon will be at risk for acquiescing to task-centered practice, abandoning bedside care for administrative roles, or leaving nursing. The evidence for this conclusion will interest nursing faculty, hospital administrators, nurse leaders, registered nurses, physicians, and nursing students.

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Exploring novice nurses’ needs regarding their work-related health: a qualitative study

Ketelaar

Nieuwenhuijsen

Frings‐Dresen

et al. 2015

Int Arch Occup Environ Health

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PurposeTo investigate Dutch novice nurses’ experiences and needs regarding occupational health support to prevent work-related health problems and to keep them well-functioning.MethodsA qualitative interview study was conducted with six nursing students and eight newly qualified nurses. The interviews covered three topics: experiences with the link between work and health, received occupational health support, and occupational health support needs. Data were analysed using a grounded theory approach.ResultsParticipants reported experiences with work-related health problems early in their career and described experiences with how health problems lead to suboptimal work functioning. Occupational health support needs included knowledge and psychosocial support during nursing education, e.g. through paying attention to dealing with shift work, or career counselling. Also, they reported a need for knowledge and psychosocial support at the start of their clinical placement or new job in the hospital, e.g. information from occupational health services or having a mentor. Furthermore, they reported that occupational health support requires a more general place at work through offering knowledge, e.g. tailored advice on proper lifting position; psychosocial support, e.g. positive team atmosphere; and physical support, e.g. suitable preventive measures.ConclusionsOccupational health support for novice nurses is important, since they already experience work-related health problems and suboptimal work functioning due to health problems early in their career and while still in training to be a nurse. Novice nurses should be given more knowledge and support to help them stay healthy and well-functioning in their work. This is a joint responsibility of nurse educators, the employer and occupational health services.

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A secondary data analysis examining the needs of graduate nurses in their transition to a new role

Cited by 121 publications

References 60 publications

The influence of placements on adult nursing graduates' choice of first post

The influence of placements on adult nursing graduates' choice of first post

Transitioning to nursing practice in Lebanon: Challenges in professional, occupational and cultural identity formation

Exploring novice nurses’ needs regarding their work-related health: a qualitative study

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