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

Abstract

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.

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

“…New graduate nurses experience severe job stress ( Speedling et al . 1981 , Hamel 1990, Kelly 1996). Reasons for their stress have been found to be: lack of confidence (Speedling et al .…”

“…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).…”

“…1979 , Kramer 1985), value conflicts ( McCloskey & McCain 1987), and lack of support ( Hamel 1990, Hartshorn 1992). The social climate into which the new graduate enters is also of great significance ( Kelly 1996). Nelson & Fells (1989) found that interpersonal relationships/co–worker interaction, recognition and evaluative feedback were ranked as important elements in nurses’ work satisfaction.…”

Where have all the new grads gone?

“…6,7 As new graduates begin their practice, they initially focus much of their attention on developing competencies needed in the clinical setting and find it difficult to promote client autonomy or respect client values. 5,6,8 Many are reluctant to participate in decision making, consult with colleagues, and interact with patients and families. 9 New nurse graduates face a number of transitional stressors.…”

Preceptor-Guided Clinical Practica and the Learning Experiences of Nursing Students

“…Each student typically takes care of one patient during her or his clinical practicum. Previous studies indicate that most students lack sufficient confidence in their nursing skills (Last & Fulbrook, 2003;O'Shea, 1994) and are unfamiliar with the day-to-day expectations of nursing (Kelly, 1996) after completing the nursing practicum. Furthermore, instructor supervision limits student opportunities to communicate with other healthcare team members in the hospital hierarchy (Last & Fulbrook, 2003;Maben & Clark, 1996).…”