Congruity between Role Expectations and Actual Work Experience

Creation of a more positive work environment requires increased understanding of the way nurses relate to each other and appreciation of the factors in the environment that contribute to conflict and a negative atmosphere. This appreciation is a necessary prerequisite to developing a more satisfying and productive workplace enhancing the recruitment of new nurses and the retention of experienced nurses.

Section: The Studymentioning

confidence: 99%

Intraprofessional relations in nursing

Duddle

Boughton

2007

“…Reasons for their stress have been found to be: lack of confidence (Speedling et al . 1981, Kramer 1985), self‐expectations ( Kelly 1996), unrealistic expectations by clinical staff ( Oechsle & Landrey 1987, Resler 1988, Kelly 1996), role conflict and role ambiguity ( Brief et al. 1979 , Kramer 1985), value conflicts ( McCloskey & McCain 1987), and lack of support ( Hamel 1990, Hartshorn 1992).…”

Section: Review Of Literaturementioning

confidence: 99%

Preserving moral integrity: a follow‐up study with new graduate nurses

Kelly

1998

194

222

The purpose of this follow-up study was to describe, explain and interpret how new graduate nurses perceived their adaptation to the 'real world' of hospital nursing and what they perceived as major influences on their moral values and ethical roles in the 2 years following graduation. The method was qualitative, specifically grounded theory. The earlier study took place when informants were senior nursing students. The follow-up study began after the informants had been practising for 1 year. Research questions guiding the study were: How do new graduate nurses describe their adaptation to the 'real world' of hospital nursing? What do they describe as factors influencing their moral values and ethical roles in hospital nursing? Preserving moral integrity was the basic psycho-social process that explained how these new graduate nurses adapted to the real world of hospital nursing. Six stages of this process were identified: vulnerability; getting through the day; coping with moral distress; alienation from self; coping with lost ideals; and integration of new professional self-concept. Moral distress was a consequence of the effort to preserve moral integrity. It is the result of believing that one is not living up to one's moral convictions. Data supported that the most pervasive attributes of moral distress were self-criticism and self-blame, as informants judged their actions against their moral convictions and their standards of what a good nurse would do. Moral distress was an acute form of psychological disorientation in which informants questioned their professional knowledge, what kind of nurses they were and what kind of nurses they were becoming. Theoretical explanations of these findings are grounded in social interaction and moral psychology theories.

Hospital nursing: It's a battle!' A follow‐up study of English graduate nurses

Kelly

1996

The purpose of this follow-up study, conducted 4 years after the initial study, was to elicit the recollections of English graduate nurses regarding their first year as qualified nurses in hospital nursing. The method was qualitative, specifically a grounded theory approach was used. The design was retrospective. The initial study took place when informants were in their final year before graduation. The follow-up study began after informants had been practising for between 3 and 4 years. Data were collected through semi-structured, in-depth, audio-taped interviews and were analysed through the constant comparative classification of patterns and themes. Research questions were: 'what do graduates nurses recall about their first year of practice in hospital nursing?' and 'what do they perceive as the difficulties of maintaining their standards?' Findings revealed the core variable as role stress. The stressful experience of living up to their individual perceptions of the role of being a graduate nurses was related to the influence of educational socialization, self-expectations, and nursing management expectations.