What do graduate registered nurses want from jobs in rural/remote Australian communities?

Abstract

This commentary paper identifies the need for a structured, supported new graduate programme that recognizes and meets the needs, both clinical and social, of new graduate registered nurses in the R&R context.

‘Why nurses are leaving the profession … lack of support from managers’: What nurses from an e‐cohort study said

“…It is also apparent that the experienced staff evaluate as inadequate the mentorship of new graduates by the academy, coupled with views that the buddy system in the ward is also wanting in terms of solid support for those most in need—the newly qualified nurse. Where there is no support offered to the new graduate nurse who finds himself/herself ‘thrown to the wolves’ and fending for themselves in a new workplace and work culture, it is hardly surprising that one would leave . Globally, there is a general perception of a lack of support from peers, staff‐nurse to staff‐nurse, as well as staff‐nurse to nurse‐manager.…”

“…Structured support for new graduates is important in retaining them within the workforce . ‘Reality shock’ describes the new graduate registered nurse's adjustment and response to his/her first workplace posting.…”

Factors Influencing Job Satisfaction of New Graduate Nurses Participating in Nurse Residency Programs: A Systematic Review

“…The need for support by new graduate nurses in the 11 studies is a global one, as structured nurse graduate programs to support both clinical and social new graduate nurses’ needs were identified as necessary in a rural setting in Australia (Bennett, Barlow, Brown, & Jones, 2012), as well as in a hospital in the Kingdom of Saudi Arabia (Fielden, 2012). Aiken et al (2001) found that job dissatisfaction among nurses was highest in the United States (41%), followed by Scotland (38%), England (36%), Canada (33%), and Germany (17%).…”

The role of rural nurse managers in supporting new graduate nurses in rural practice

“…, Bennett et al . ). Ostini and Bonner () identified a lack of access and engagement with allocated mentors in rural TPPs and the availability and attitudes of senior staff as elements graduates perceive as contributing to the provision of a supportive learning environment.…”