Effects of ward rotation on subsequent transition processes of Japanese clinical nurses

Abstract

The purpose of this study was to examine the experience of Japanese clinical nurses undertaking a ward rotation in a general hospital, and its effects on subsequent processes relating to: (i) perception of ward rotation; (ii) reactions to the ward transition process; and (iii) outcomes of ward rotation. In-depth interviews were conducted with 21 Japanese clinical nurses who had an average of 8.8 years (SD = 5.50) clinical experience. Findings indicated that participants experienced role overload, role incongruity and/or role underload, role overqualification, or role ambiguity in the new environment. These role stresses created critical emotional distress during the transition process. The high desire for career development facilitated the transition process, while lack of preparation inhibited the transition process. To facilitate smooth transition, well-prepared and structured supports based on reliable interpersonal relationships are necessary. The findings offer significant cues for effective ward rotation programs. The implication for nursing administrators is that appropriate ward rotations enhance confidence and promote effective role development in the new clinical setting.

Transitioning into new clinical areas of practice: An integrative review of the literature

“…The included literature spanned six countries (Table 1). Most studies used qualitative methodologies (Farnell & Dawson, 2006;Fujino & Nojima, 2005;Gohery & Meaney, 2013;Harris & Happell, 1999;Murray, 1998;Rosser & King, 2003;Simpson, Butler, Al-Somali, & Courtney, 2006;Turnbull & Beese, 2000;Winters, 2016) with the exception of one mixed methods study (Hartung, 2005). Sample sizes varied from a transition programme for two registered nurses (Simpson et al, 2006) to a phenomenological study of 25 registered nurses (Murray, 1998).…”

“…Fujino and Nojimas' (2005) study of nurses transitioning through ward rotations depicted ongoing doubts in participants' perceived abilities to fulfil their new roles. However, the initial shock of adapting to roles decreased with ongoing clinical practice especially in cases when core duties were mastered before concentrating on more complex and holistic duties (Fujino & Nojima, 2005;Simpson et al, 2006;Winters, 2016).…”

“…Eight included studies identified some type of negative emotions experienced by participants during their transition (Farnell & Dawson, 2006;Fujino & Nojima, 2005;Gohery & Meaney, 2013;Murray, 1998;Rosser & King, 2003;Simpson et al, 2006;Turnbull & Beese, 2000;Winters, 2016). Anxiety and feeling overwhelmed were identified initially when transitioning nurses questioned their skills, knowledge and clinical judgement required for the role (Farnell & Dawson, 2006;Gohery & Meaney, 2013;Murray, 1998;Rosser & King, 2003).…”

Transitioning from acute to primary health care nursing: an integrative review of the literature

“…The applicability of models such as Boychuk Duchscher and Cowin (2009) to these nurses is not clear, and the literature that is available tends to focus on evaluating educational strategies and transition programmes which have been designed to meet local workforce needs and the needs of the transitioning nurses (Little et al 2013). Other studies focus on nurses transitioning to new areas within acute care settings (Fujino & Nojima 2005, Farnell & Dawson 2006, Gohery & Meaney 2013. In their interviews with clinical nurses who were rotated to new wards, Fujino and Nojima (2005) were able to identify a range of role stresses including role overload, role ambiguity and role incongruity experienced at differing levels by nurses.…”

“…Other studies focus on nurses transitioning to new areas within acute care settings (Fujino & Nojima 2005, Farnell & Dawson 2006, Gohery & Meaney 2013. In their interviews with clinical nurses who were rotated to new wards, Fujino and Nojima (2005) were able to identify a range of role stresses including role overload, role ambiguity and role incongruity experienced at differing levels by nurses. A key factor associated with positive transition experiences was a high desire for career development.…”