Charting the course of change

Abstract

Change and transition are different concepts. Transition for practitioners in the workplace is complex. Transition within roles needs a positive tripartite arrangement with teacher and clinical manager. This paper looks at the findings from a study of 100 enrolled nurses undertaking a part-time conversion programme to RGN, RMN or RSCN. Evidence suggests that student perceptions change over time within a 2-year programme. This conversion programme is seen as a positive experience by participants and employers.

Systematic Review: Bridging the Gap in RPN‐to‐RN Transitions

“…Transitions may be characterized by their pattern: either single or multiple, and in the event of multiple transitions, occurring simultaneously or sequentially, and related or not related to each other (Meleis et al., ). RPNs in bridging programs often experience multiple transitions simultaneously, such as returning to school as a student while continuing in a front‐line practice role and maintaining multiple family obligations such as parent or caregiver to dependents (Adelman, ; Hill & MacGregor, ). Multiple sequential transitions are experienced by RPNs while progressing through the bridging program and transitioning into a new professional role, marked by unique developmental phases of critical skill acquisition and professional socialization (Claywell, , Dearnley, ; Ham, ; Hill & MacGregor, ; Janzen, Melrose, Gordon, & Miller, ; Melrose & Wishart, ).…”

“…Other outcome indicators of successful transition that emerged from the literature included enhanced critical thinking skills, self‐pride, self‐satisfaction, a sense of accomplishment, professional respect from colleagues, feelings of self‐worth or empowerment, higher self‐efficacy, increased job satisfaction, heightened political awareness, motivation for life‐long learning, and a positive change in self‐perception in the RN role (Abrams, ; Claywell, ; Coffey, ; Dearnley, ; Doherty, ; Hill & MacGregor, ; Janzen et al., ; Melrose & Wishart, ; Ralph et al., ).…”

“…Researchers have proposed several interventions to support the successful professional role transition of new graduates into the clinical work milieu. Mentorship and support from peers, managers, and clinical educators have been identified as important facilitators for the transition of new RNs into the workplace (Cubit & Lopez, ; Goodwin‐Esola & Gallagher‐Ford, ; Hill & MacGregor, ; Nayda & Cheri, ). New RNs with previous RPN experience responded most effectively when mentors in clinical work settings used “practical application” teaching or learning techniques (Goodwin‐Esola & Gallagher‐Ford, ) and provided formal workplace supports such as comprehensive orientation programs, during their transition into clinical practice (Cubit & Lopez, ; Nayda & Cheri, ).…”

Understanding the enrolled nurse to registered nurse journey through a model adapted from Schlossberg's transition theory

“…Clarifying the differences in the two roles for ENs as they enter into BN programs may assist these students to facilitate the adoption of the RN identity with more ease. An individual's self-esteem, and hence their self-efficacy, has been documented as increasing in transitioning ENs as they achieved success in the BN program (Hill & MacGregor, 1998;Paech, 2002;Hylton, 2005;Dearnley, 2006;Milligan, 2007;Wall, 2016).…”

Reporting Guidelines for Music-Based Interventions

“…Volume limits on playback equipment allow the investigator to control for decibel level of presented stimuli and prevent unintended exposure to unhealthy sound levels. This is especially important when introducing additional sound stimuli in settings where noise levels may be particularly relevant for participant safety, as is the case with premature infants, individuals with dementia, or others (Dewing & Dewing, 2009; Graven, 2000; Philbin & Klaas, 2000; Ragneskog, Gerdner, Josefsson, & Kihlgren, 1998; Sloane, et al, 2002). …”