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

Abstract

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.

Facilitating and hindering experiences to the development of humanistic caring in the academic and clinical settings: an interpretive phenomenological study with nursing students and nurses

“…In terms of implications for further nursing research, the findings reinforce the need to re-study the impacts of improved orientation programs intended for newly graduated nurses. There are numerous publications (Abiodun, Daniels, Pimmer, & Chipps, 2019;Ke, Kuo, & Hung, 2017;Lindfors, Meretoja, Kaunonen, & Paavilainen, 2018;Pasila, Elo, & Kääriäinen, 2017) that synthesize and clarify the needs of newly graduated nurses in terms of orientation programs and their benefits. Using these findings, it would be possible to develop an orientation program taking into account the specific learning needs of newly graduated nurses and then assess the impacts of this program on different parameters pertaining to humanistic caring.…”

Operational nurse managers’ perceptions on the competence of community service nurses in public settings in the Western Cape

“…Brown and Crookes ( 2016 ) suggest that the newly graduated registered nurse is not ‘work ready’ and ‘does not feel ready’ and proper orientation programmes and development of the newly qualified registered nurse are essential. It would be important for institutions to ensure that autonomous practice and critical thinking are accompanied by the provision of adequate orientation and the availability of mentors and preceptors and can be supported through the use of information and communication technologies particularly in the rural areas (Abiodun et al 2019 ). It would also be important for institutions to ensure the provision of adequate orientation and the availability of mentors and preceptors, and these processes can be supported through the use of information and communication technologies to facilitate autonomous practice and critical thinking (Abiodun et al 2019 ).…”

“…It would be important for institutions to ensure that autonomous practice and critical thinking are accompanied by the provision of adequate orientation and the availability of mentors and preceptors and can be supported through the use of information and communication technologies particularly in the rural areas (Abiodun et al 2019 ). It would also be important for institutions to ensure the provision of adequate orientation and the availability of mentors and preceptors, and these processes can be supported through the use of information and communication technologies to facilitate autonomous practice and critical thinking (Abiodun et al 2019 ). This is further corroborated by Makua ( 2016 ) who found that there is lack of professional development and support for community service nurses in most public institutions and that this may contribute to the lack of competency of these nurses.…”

“…• Assigning of preceptors to final-year students for the duration of the year to assist them to prepare for the role change to community service nurse (Roziers et al 2014). • The literature suggests that nursing education institutions should develop curricula that are more practice-based and which would help nursing students build enough skills and confidence prior to the commencement of community service period (Abiodun et al 2019).…”

“…The literature suggests that nursing education institutions should develop curricula that are more practice-based and which would help nursing students build enough skills and confidence prior to the commencement of community service period (Abiodun et al 2019 ).…”