Newly Qualified South African Nurses’ Lived Experience of the Transition From Student to Community Service Nurse: A Phenomenological Study

Roziers, Reinette L; Kyriacos, Una; Ramugondo, Elelwani

doi:10.3928/00220124-20140122-01

Cited by 24 publications

(27 citation statements)

References 43 publications

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“…) and/or focus groups (Ellis & Chater , Roziers et al. ). Studies, including literature reviews varied in sample sizes (range 2–35) participants/articles.…”

Section: Resultsmentioning

confidence: 99%

New graduate registered nurse transition into primary health care roles: an integrative literature review

Murray-Parahi

DiGiacomo

Jackson

et al. 2016

Journal of Clinical Nursing

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Nursing in PHC settings, particularly the client's home is notably different to hospital settings because of higher levels of isolation and autonomy. Societal changes, health reform and subsequent demand for skilled workers in PHC settings has caused health care providers to question the logic that such roles are only for experienced nurses. Implications arise for education and health service providers who desire to close the theory practice gap and mitigate risk for all stakeholders when next generation nurses have limited opportunities to experience PHC roles as undergraduates and newly graduated registered nurses are already transitioning in this setting.

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“…) and/or focus groups (Ellis & Chater , Roziers et al. ). Studies, including literature reviews varied in sample sizes (range 2–35) participants/articles.…”

Section: Resultsmentioning

confidence: 99%

New graduate registered nurse transition into primary health care roles: an integrative literature review

Murray-Parahi

DiGiacomo

Jackson

et al. 2016

Journal of Clinical Nursing

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“…The limited studies on the experiences of nurses performing CCS in South Africa since 2008 have been entirely qualitative in nature, focusing on the experiences and support offered to university graduates during this period. Roziers, Kyriacos and Ramugondo ( 2014 ) explored Cape Town university graduates’ experiences before and after CCS and found that these nurses’ experience of the realities of practice made them fearful and anxious, whilst Thopola, Kgole and Mamogobo ( 2013 ) found that Limpopo graduates’ professional development was challenged by staff shortages and a lack of resources. Two studies were conducted in Gauteng: Du Plessis and Seekoe ( 2013 ) investigated university graduates’ experience of midwifery and the respondents identified the complexities of practice and ambiguous situations as challenges; Tsotetsi ( 2012 ) found that the newly-qualified nurses had difficulty in adapting to the work environment because of limited support, verbal abuse, role conflict and unexpected workloads.…”

Section: Introductionmentioning

confidence: 99%

Perceptions of newly-qualified nurses performing compulsory community service in KwaZulu-Natal

Govender¹,

Brysiewicz

Bhengu

2015

curationis

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BackgroundCompulsory community service (CCS) for nurses commenced in South Africa in January 2008 after it was legislated in the new Nursing Act (Act No. 33 of 2005). Nurses completing their registered nurse programme are registered as community nurse practitioners (CNPs) during the CCS period and make up the largest number of health professionals serving CCS. Whilst health institutions have welcomed CNPs as additional resources for the shortage of nursing staff, no structured guidelines have been provided at a regional level as to how these nurses should be utilised or managed during the CCS year. To date, no large-scale study has been conducted on nurses carrying out CCS in order to generalise the findings.ObjectivesTo establish the perceptions of newly-qualified nurses carrying out CCS in KwaZulu-Natal, South Africa.MethodA quantitative survey design was used to obtain data from a randomly selected sample of the 2012 cohort of nurses carrying out CCS in KwaZulu-Natal.ResultsCNPs have a positive attitude toward CCS and perceive themselves as being well prepared for the year of community service in terms of knowledge, skills and ability to administer nursing care. They identified positive benefits of the year of community service. The concerns raised were limited orientation and support; and a few CNPs experienced problems of acceptance by the nurses with whom they work.ConclusionIt is recommended that all health institutions who receive CNPs develop structured orientation and support for these nurses in order to promote their development, thereby enhancing their benefit to the communities they serve.

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“…Well-structured orientation programme (Beyers 2013; Govender et al 2017; Nkoane 2015; Roziers et al 2014; Shezi 2014; Tsotetsi 2013; Zaayman 2016).…”

Section: The Review Methodsmentioning

confidence: 99%

Nurse graduates’ experiences and support needs: A qualitative systematic review of South Africa’s community service programme

et al. 2019

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BackgroundThe student-to-nurse graduate transition is a pivotal phase in the professional development of nurses. In South Africa, this transition is part of a compulsory community service programme, which requires newly graduated nurses to work in rural and/or underserved areas for a period of 1 year.ObjectivesThe aim of this study was to review nurse graduates’ experiences and support needs during their transition in the compulsory community service programme.MethodsA qualitative systematic review of experiences was conducted. Qualitative research studies that addressed nurses’ experience in South Africa (2008–2017) were identified in Cochrane, Joanna Briggs Institute (JBI), Academic Search Complete, CINAHL, PubMed, SABINET, Science Direct, SCOPUS and Google Scholar databases. The systematic review methods included searching, sifting, abstracting and quality assessment of relevant qualitative studies by two reviewers and cross-checking by a third reviewer. Two reviewers independently performed blinded data extraction and quality assessment using the confidence in qualitative synthesis findings (ConQual) approach.ResultsA total of 1257 studies were identified of which 12 met the inclusion criteria. Seven of the 12 studies were published articles and six were theses. The quality of the studies was found to be of high standard based on the ConQual rating. Four main themes emerged from the analysis: (1) rich developmental experiences through practice exposure, (2) difficulties in reconciling theory and practice, (3) contextual challenges in the workplace and (4) need for professional support structures, educational measures and public guidelines.ConclusionAlthough positive experiences were reported, various challenges emerged, indicating the need for more systematic support mechanisms during transition.

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Newly Qualified South African Nurses’ Lived Experience of the Transition From Student to Community Service Nurse: A Phenomenological Study

Abstract: Preparation for the role transition from student nurse to graduate community service nurse requires a 4-year structured program that includes training in conflict management, assertiveness, and practical ethics.

Cited by 24 publications

References 43 publications

New graduate registered nurse transition into primary health care roles: an integrative literature review

New graduate registered nurse transition into primary health care roles: an integrative literature review

Perceptions of newly-qualified nurses performing compulsory community service in KwaZulu-Natal

Nurse graduates’ experiences and support needs: A qualitative systematic review of South Africa’s community service programme

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