Nursing the Future

Abstract

The transition from student to practitioner for newly graduated nurses is impacted by their physical, social, professional, and practice environments. COVID-19, global insecurity, institutional restructuring, and "acute on chronic" staffing shortages have increased the immediate burden experienced by emerging nurses. As detailed through the historical development of Duchscher's Stages of Transition Theory and Transition Shock Model, theorization of the transition process offers graduates, their educators, and workplace managers key areas of support opportunities for these new practitioners. In part 1 of a 2-part article series, this article explores how novel new graduate supports have been developed and delivered in partnership with nonprofit groups, government bodies, and employers across much of Canada. For nurse stakeholders, theorists, and beyond, support for the transition period of new nurses remains anecdotally, evidentially, and fiscally advisable, with an increasing urgency due to rising human capital pressures.

The View From Here

“…Although they still have much to learn, they are beginning to see novel situations as positive challenges rather than with feelings of fear, anticipation, or dread. These findings are similar to those found by Goode et al (2013) after of the TTP year and are consistent with Duchscher's (2008, 2012) description of the final stage in the stages of transition theory. In addition, NGNs at this stage are becoming increasingly more proficient in communicating with patients and families.…”

“…They voice pride in their new identity as professional nurses and appreciate the financial security, job security, and career opportunities associated with nursing. This theme supports Duchscher’s (2012) findings that nurses with 9–12 months of experience are beginning to recover from the intense experiences of previous stages. The research focused on NGNs at 1 year of practice identifies improved job satisfaction (Goode et al, 2013) and gratitude for their experiences and continued employment in nursing (Baldwin et al, 2020).…”

“…The TTP year is complex and may be best understood using a staged approach. Duchscher’s (2008, 2012) stages of transition theory consists of a framework with three stages or periods that categorize the experiences NGNs encounter during their first year of practice as they face the preparation–practice gap. In the first 3-4 months of practice, which is the first stage of transition, NGNs experience a steep learning curve as they begin practicing under the supervision of experienced nurses.…”

“…While they are making steady gains in knowledge acquisition and critical thinking, they are also experiencing significant stress, anxiety, and fears of failure. They are focused on survival and dependent on experienced nurses for clarification and confirmation of their thoughts and actions (Duchscher, 2008, 2012).…”

“…During this stage, NGNs can find more separation between their personal and professional lives and recover from the stressors faced in earlier stages. They also consider what their professional future will hold as a nurse, which may lead to taking on different roles in nursing or working in a new setting (Duchscher, 2012).…”