Early-career burnout among new graduate nurses: A prospective observational study of intra-individual change trajectories

Rudman, Ann; Gustavsson, Petter

doi:10.1016/j.ijnurstu.2010.07.012

Cited by 188 publications

(169 citation statements)

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“…Several studies on burnout in the field of occupational and health psychology have used a longitudinal person-centered approach. Findings clearly indicate that distinct subpopulations yielded different levels of burnout at the start of the study and developed different patterns over time (e.g., Hatinen, Makikangas, Kinnunen, & Pekkonen, 2013;Rudman & Gustavsson, 2011). The authors of these studies highlighted the advantage of this method as it enhanced the possibility of identifying, predicting, and differentiating between subgroups, and these results can this help increase our knowledge on how best to craft preventive strategies for distinct subpopulations.…”

Section: Exhaustion Development: a Person-centred Approachmentioning

confidence: 97%

“…High exhaustion levels at the start of the competitive season may have been the result of higher demands accumulation by coaches before the current season-prior research in health care settings has shown that burnout may develop over several years (e.g., Rudman & Gustavsson, 2011). The current study has focused on trajectories with linear trends as data was collected at three specific time points during the course of a competitive season.…”

Section: Limitations and Future Directionsmentioning

confidence: 99%

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Development of exhaustion for high-performance coaches in association with workload and motivation: A person-centered approach

Bentzen

Lemyre

Kenttä

2016

Psychology of Sport and Exercise

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This file was dowloaded from the institutional repository Brage NIH -brage.bibsys.no/nih Bentzen, M., Lemyre, N., Kenttä, G. (2016 • Four different trajectories of exhaustion among the coaches were identified; "High" (10%), "Increase" (15%), "Decrease" (4%) and "Low" (71%).• When associating the different trajectories to workload, work-home interference (WHI), recovery, intrinsic and identified regulation, adaptive and maladaptive profiles were identified.• A maladaptive profile corresponded to higher perceived workload and WHI, lower recovery, and intrinsic and identified regulation, when compared to an adaptive profile. EXHAUSTION DEVELOPMENT: A PERSON-CENTRED APPROACH AbstractObjectives: The aim of the current study was twofold. First, to explore whether there were different trajectories of exhaustion among high-performance coaches over the course of a competitive season. Then, to investigate whether workload-related variables and motivational regulations were associated with exhaustion class membership.Methods and design: 299 high-performance coaches responded to an online survey at the start, middle, and end of a competitive season, assessing exhaustion, workload, work home interference (WHI), recovery, and motivational regulations. Latent class growth analyses were used to identify different trajectories of perceived exhaustion. Further, multinomial logistic regression examined class associations for workload-related variables and motivational regulations at the start and at the end of competitive season.Results: Four different trajectories of perceived exhaustion among coaches were identified, termed respectively "High" (10%), "Increase" (15%), "Decrease" (4%) and "Low" (71%).Higher levels of workload and WHI were associated to classes with higher levels of exhaustion. Higher levels of recovery, and intrinsic and identified regulations were associated to classes with lower levels of exhaustion. Adaptive and maladaptive profiles were identified.Conclusions: Different trajectories of exhaustion among high-performance coaches over the course of a competitive season were found. A maladaptive profile was associated with higher perceived workload and WHI, as well as lower levels of recovery, intrinsic and identified regulations, when compared to the adaptive profile.

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Section: Exhaustion Development: a Person-centred Approachmentioning

confidence: 97%

Section: Limitations and Future Directionsmentioning

confidence: 99%

Development of exhaustion for high-performance coaches in association with workload and motivation: A person-centered approach

Bentzen

Lemyre

Kenttä

2016

Psychology of Sport and Exercise

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“…This has been attributed to high levels of stress and burnout, or 'reality shock', among NQNs (Rudman and Gustavsson, 2011;Parker et al, 2014 [AQ3: missing ref]). 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.…”

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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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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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“…The model is based on data from two national cohorts of nurses within a population-based Longitudinal Analysis of Nursing Education (LANA) [11] . We analyzed statements from 330 newly registered nurses, provided in response to an open-ended questionnaire, describing factors affecting the experience and knowledge they bring from their education while developing professional skills in healthcare settings.…”

Section: Introductionmentioning

confidence: 99%

From work integrated learning to learning integrated work – A pedagogical model to develop praxis in nursing education

Jonsson

Nilsson

Pennbrant

et al. 2014

JNEP

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The move from student to nurse has been described as difficult for newly registered nurses. Newly registered nurses' feelings of lacking competence can reduce the opportunity to develop professional competence. Entering the nursing profession requires a high degree of adaptation. The difference between the professional competence conveyed during education and the competence demanded in working life is substantial and needs to be taken seriously. The aim of this paper is to propose a model for developing professional competence. The theoretical discussion starts with a model showing processes newly registered nurses must manage to achieve a sense of competence. These processes are highlighted by discussing how they relate to praxis in the Aristotelian tradition, situated learning and Work Integrated Learning (WIL). Learning Integrated Work (LIW) is a pedagogical approach aiming to integrate scientific knowledge with practical knowledge, and to provide an analytical perspective where students have the opportunity to develop metacognitive skills and praxis by learning in and by clinical practice experiences. One way to achieve this is to learn from the knowledge and skills used when performing practical work. The aims of WIL and LIW are to identify both practical knowledge generated by nurses in the course of their professional activities and theoretical knowledge generated in the academy, and to elaborate an understanding constituting the essence of both theoretical and practical knowledge. By integrating theoretical and practical vocational knowledge, one promotes professionalization, including the ability to perform the expected tasks and to have a critical and development-oriented attitude in daily work.

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Early-career burnout among new graduate nurses: A prospective observational study of intra-individual change trajectories

Cited by 188 publications

References 51 publications

Development of exhaustion for high-performance coaches in association with workload and motivation: A person-centered approach

Development of exhaustion for high-performance coaches in association with workload and motivation: A person-centered approach

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

From work integrated learning to learning integrated work – A pedagogical model to develop praxis in nursing education

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