The theory–practice gap: impact of professional–bureaucratic work conflict on newly‐qualified nurses

Maben, Jill; Latter, Sue; Clark, James G.

doi:10.1111/j.1365-2648.2006.03939.x

Cited by 243 publications

(274 citation statements)

References 44 publications

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“…However the theory-practice gap remains problematic for both student nurses and newly qualified nurses (Maben et al, 2006). This is compounded by concern regarding adequate preparation for the role as graduate nurses (Bick, 2000;Gerrish, 2000;Clarke and Holmes, 2007).…”

Section: Resultsmentioning

confidence: 99%

“…The negative perceptions experienced by the above participants coupled with the stress associated with lack of clinical competence as outlined by Maben et al (2006) were echoed by Charnley (1999) concluding that significant stress and anxiety were experienced in the first six months after qualification. Charnley (1999) also used a grounded theory approach involving semi-structured interviews with newly qualified nurses during the first six months of practice (n=18).…”

Section: Role Transitionmentioning

confidence: 96%

“…Participants expressed surprise regarding their own favourable reaction to this relatively new approach to learning in the clinical environment, who like their English counterparts viewed this phenomenon with a degree of apprehension (Maben et al, 2006). The authors recommended that students should be encouraged to give full care under supervision in order to optimise learning opportunities irrespective of supernumerary status.…”

Section: Effects Of Supernumerary Status On the Student Nursementioning

confidence: 99%

“…The recommendations were that organised preceptorship should be fully available for all qualified nurses. Maben et al (2006) examined the extent to which the ideals and values for practice expressed by the student nurse were realised when qualified. This study was undertaken in three colleges in Southampton and preceded by extensive research on transition experiences of nurses (MacLeod Clark et al, 1997;Maben and MacLeod Clark, 1998 and increased workload and highlighting the need for supervision and support in these early and crucial stages of a newly qualified nurse to ease the transition.…”

Section: Role Transitionmentioning

confidence: 99%

“…It has been long acknowledged that there is a disparity between the ideological teachings in the classroom and the reality in clinical nursing practice (Kramer, 1974). Maben et al (2006), claim that challenges exist in the clinical environment that do not apply to the classroom. McVicar (2003) further classifies these challenges to include high workload, time constraints and first hand exposure to the theory-practice gap in nursing.…”

Section: Introductionmentioning

confidence: 99%

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Stress and stressors in the clinical environment: a comparative study of fourth‐year student nurses and newly qualified general nurses in Ireland

Suresh

Matthews

Coyne

2012

Journal of Clinical Nursing

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Aims and objectives. To measure and compare the perceived levels of job‐related stress and stressors of newly qualified nurses and fourth‐year student nurses in the clinical environment and to explore the participants’ views on stress and stressors. Background. Stress in the nursing workplace has significant consequences for the person, the patient and the organisation, such as psychological and physical health deterioration and impaired professional practice. To address this problem, stress and stressors need to be measured and identified. Design. This study used a cross‐sectional survey design and self‐reporting questionnaires to measure and compare levels of stress in both groups. Convenience sampling involved all newly qualified nurses (n = 120) and fourth‐year student nurses (n = 128) in Dublin North‐East region in Ireland. Methods. The instrument used was ‘The Nursing Stress Scale’ (Gray‐Toft & Anderson 1981, Journal of Behavioral Assessment3, 11–23). Descriptive, qualitative analysis was conducted on an open‐ended question. Data were obtained from newly qualified nurses (n = 31) and fourth‐year student nurses (n = 40) in six acute hospital sites. Results. Levels of perceived stress and stressors were high in both groups. Themes identified from the responses to the open question by both groups included excessive workload, difficult working relationships and unmet clinical learning needs. Student nurses also reported the combination of academic demands with clinical placement as a major stressor. There was no significant difference between each group. Conclusion. Stress continues to be a problem for nurses in the clinical setting. Excessive workload requires urgent attention by hospital managers in view of widespread retention difficulties. Themes identified could provide a framework for possible interventions for improving the clinical environment for nurses. Relevance to clinical practice. These results can help stakeholders in nurse education and practice to develop interventions to reduce stress for both groups and to ease the transition from student to graduate nurse.

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Section: Resultsmentioning

confidence: 99%

Section: Role Transitionmentioning

confidence: 96%

Section: Effects Of Supernumerary Status On the Student Nursementioning

confidence: 99%

Section: Role Transitionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Stress and stressors in the clinical environment: a comparative study of fourth‐year student nurses and newly qualified general nurses in Ireland

Suresh

Matthews

Coyne

2012

Journal of Clinical Nursing

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Attitudes Towards Shared Learning of Trainee Dental Technicians and Undergraduate Dental Students

Reeson

Walker‐Gleaves

Ellis

2015

Journal of Dental Education

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The challenges of health care are increasingly complex and subject to frequent change. Meeting these demands requires that health professionals work in partnership with each other and the patient. One way of contributing to this is for students to learn together. However, effective teamwork requires an education system that helps to foster understanding among all those entering the health workforce. The purpose of this study was to investigate the attitudes towards shared learning of undergraduate dental students and trainee dental technicians in a university dental school/hospital in the United Kingdom. Twenty-ive trainee dental technicians and 75 undergraduate dental students took part in the study over ive academic years. Data were collected using structured questionnaires. A 100% response rate was achieved from the questionnaires. The results indicated the majority of students recognized the beneits of shared learning and viewed the acquisition of teamworking skills as useful for their future working lives, beneicial to the care of their patients, and likely to enhance professional working relationships. The study also found a positive association of being valued as an individual in the dental team by all student groups. Future dental curricula should provide opportunities to develop effective communication between these two groups and encourage teamworking opportunities. These opportunities need to be systematically developed in the dental curriculum to achieve the desired goals.

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Planning experience of new graduate radiation therapists in New Zealand

Chadwick

Larsen

Dungey

2023

J of Medical Radiation Sci

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Introduction This research assessed the preparedness of new graduate radiation therapists (NGRTs) for the clinical practice of planning. Methods A senior planner from each department and NGRTs who completed their degree in 2020 were surveyed after approximately 6 months of practice. Both were asked about NGRTs preparedness for practice and for feedback on the Bachelor of Radiation Therapy (BRT) planning curriculum. NGRTs were asked about body sites planned, how many plans they completed and planning techniques they had used. Senior planners were asked about their expectations of NGRTs in planning. Results New graduate radiation therapists frequently planned using three‐dimensional conformal radiation therapy (3DCRT) or virtual simulation (VSim). Commonly planned body sites were those with palliative intent, radical breast and sites more frequently planned using 3DCRT. The departmental sign‐off process sometimes prevented them from generating VMAT plans. They suggested more VMAT teaching could be included in the BRT. Senior planners expected NGRTs to be able to plan using 3DCRT and VMAT/IMRT. They suggested more clinical workflow teaching in the BRT planning curriculum. The majority of NGRTs and senior planners felt the BRT prepared the NGRTs for clinical practice. Conclusion The undergraduate degree is preparing NGRTs for clinical practice in planning. 3DCRT and VSim planning techniques remain a core role of NGRTs and a large proportion of clinical workload. NGRTs utilised their VMAT/IMRT planning skills less often during their initial period of practice, despite being expected to possess these skills. This is a challenge for the undergraduate curriculum and New Zealand departments as the clinical use of VMAT/IMRT continues to increase.

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The theory–practice gap: impact of professional–bureaucratic work conflict on newly‐qualified nurses

Cited by 243 publications

References 44 publications

Stress and stressors in the clinical environment: a comparative study of fourth‐year student nurses and newly qualified general nurses in Ireland

Stress and stressors in the clinical environment: a comparative study of fourth‐year student nurses and newly qualified general nurses in Ireland

Attitudes Towards Shared Learning of Trainee Dental Technicians and Undergraduate Dental Students

Planning experience of new graduate radiation therapists in New Zealand

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