Mastering the professional role as a newly graduated registered nurse

Overcoming Reluctance towards High Fidelity Simulation - A Mutual Challenge for Nursing Students’ and Faculty Teachers

“…The transition from nursing student to professional nurse is described as a strained often difficult time; creating confusion among the expectant nurses with feelings of inadequacies (Pennbrant, Nilsson, Öhlén, & Rudman, 2013). Facing something unknown, reflects the nursing students' tension and the uncomfortable feelings the situation caused.…”

Use of technical skills and medical devices among new registered nurses: A questionnaire study

“…According to Pennbrant et al (2013), for the development of knowledge it is important that new RNs have the opportunity to discuss how to do things with their colleagues. Active discussions and evaluations regarding medical equipment and performing skills can also reduce the risk of incidents.…”

Illuminating the process: Enhancing the impact of continuing professional education on practice

“…Managers are crucial to creating a supportive learning environment in practice (Hegney et al, 2010;Pennbrant et al, 2013) and for creating 'an organisation that endorses learning' (Gorranos and Newton, 2014, p.659) where the workplace is both a site of work and a site of learning (Gorranos and Newton, 2014). There is also some evidence that managers can act as gatekeepers both with respect to access to CPE and how new knowledge and skills are implemented (or not) in practice (Gould et al, 2007;Tame, 2011).…”

“…Allen and Smith (2010) argue that learning in practice is not merely about the transfer of knowledge from one setting to another (that is from theory into practice) but that it is 'actively constructed and reshaped into personal meaning for each student ' (p.478). Theoretical knowledge has to be re-evaluated and recontextualised in practice (Pennbrant et al, 2013). Beyond ensuring that courses meet the needs of clinical practice (Gould et al, 2007;Pennbrant et al, 2013), the question for nurse educators then becomes, how best can we enable this recontextualisation of knowledge?…”

“…Theoretical knowledge has to be re-evaluated and recontextualised in practice (Pennbrant et al, 2013). Beyond ensuring that courses meet the needs of clinical practice (Gould et al, 2007;Pennbrant et al, 2013), the question for nurse educators then becomes, how best can we enable this recontextualisation of knowledge?…”