2.50
Hdl Handle:
http://hdl.handle.net/10755/160963
Type:
Presentation
Title:
Being a Nurse: Perceptions of 1-year Baccalaureate Nurses
Abstract:
Being a Nurse: Perceptions of 1-year Baccalaureate Nurses
Conference Sponsor:Midwest Nursing Research Society
Conference Year:2010
Author:Jambunathan, Jayalakshmi, PhD
P.I. Institution Name:UW Oshkosh
Title:CON
Contact Address:800 Algoma Blvd, Oshkosh, WI, 54901, USA
Contact Telephone:920-424-1274
Co-Authors:J. Jambunathan, S. Davis, S. Chappy, S. Marnocha, College of Nursing, UW Oshkosh, Oshkosh, WI;
Limited studies exist regarding new graduate nurses' perceptions of nursing during their role transition. There are even fewer studies that focus on new nurses lived experience of nursing. Although nurse leaders and academic educators have developed opinions of how new nurses define their role, the actual perspectives of the nurse one year post graduation are largely unknown. The research question was: How do baccalaureate-prepared nurses perceive being a nurse 1 year post-graduation? The theoretical frameworks chosen to guide this study were Benner's (1984) Novice to Expert Model, and Meleis, Sawyer, Im, Messias, & Schumacher's (2000)Transition Theory. A qualitative design was used to explore the new nurses' perceptions of the experience of transition. A convenience sample of 20, 1-year baccalaureate nurses between the ages of 23 and 31, who had graduated from a Midwestern university and had been working in a healthcare setting for at least 1 year post-graduation, comprised the sample. Data were gathered through in-depth,unstructured face-to-face interviews, and analyzed using Colaizzi's approach. Results indicated that the mean age of the sample was 25 years. All participants had graduated between 12 and 18 months at the time of the study. At 3 months into transition, 80% reported being at the advanced beginner stage; at the competent stage at 6 months; and at the proficient stage at 1 year. Data analysis revealed three main themes: (a) starting transition, (b) during transition, and (c) moving beyond transition. Several subthemes emerged from the main themes. The conceptual frameworks guided the exploration of the stages of proficiency and the transitional journey of new nurses. These nurses enter their role with perceptions of being thrown in, overworked, and lacking competence. They soon realize the need to find balance and expand knowledge. When moving beyond transition, they gain confidence, and a feeling of acceptance into the profession. By understanding the perceptions of 1-year baccalaureate-prepared nurses, educators and hospital administrators can better understand how to prepare new graduates for the work setting. Findings may also have implications for future nursing students and/or newly graduated nurses.
Repository Posting Date:
26-Oct-2011
Date of Publication:
17-Oct-2011
Sponsors:
Midwest Nursing Research Society

Full metadata record

DC FieldValue Language
dc.typePresentationen_GB
dc.titleBeing a Nurse: Perceptions of 1-year Baccalaureate Nursesen_GB
dc.identifier.urihttp://hdl.handle.net/10755/160963-
dc.description.abstract<table><tr><td colspan="2" class="item-title">Being a Nurse: Perceptions of 1-year Baccalaureate Nurses</td></tr><tr class="item-sponsor"><td class="label">Conference Sponsor:</td><td class="value">Midwest Nursing Research Society</td></tr><tr class="item-year"><td class="label">Conference Year:</td><td class="value">2010</td></tr><tr class="item-author"><td class="label">Author:</td><td class="value">Jambunathan, Jayalakshmi, PhD</td></tr><tr class="item-institute"><td class="label">P.I. Institution Name:</td><td class="value">UW Oshkosh</td></tr><tr class="item-author-title"><td class="label">Title:</td><td class="value">CON</td></tr><tr class="item-address"><td class="label">Contact Address:</td><td class="value">800 Algoma Blvd, Oshkosh, WI, 54901, USA</td></tr><tr class="item-phone"><td class="label">Contact Telephone:</td><td class="value">920-424-1274</td></tr><tr class="item-email"><td class="label">Email:</td><td class="value">jambu@uwosh.edu</td></tr><tr class="item-co-authors"><td class="label">Co-Authors:</td><td class="value">J. Jambunathan, S. Davis, S. Chappy, S. Marnocha, College of Nursing, UW Oshkosh, Oshkosh, WI;</td></tr><tr><td colspan="2" class="item-abstract">Limited studies exist regarding new graduate nurses' perceptions of nursing during their role transition. There are even fewer studies that focus on new nurses lived experience of nursing. Although nurse leaders and academic educators have developed opinions of how new nurses define their role, the actual perspectives of the nurse one year post graduation are largely unknown. The research question was: How do baccalaureate-prepared nurses perceive being a nurse 1 year post-graduation? The theoretical frameworks chosen to guide this study were Benner's (1984) Novice to Expert Model, and Meleis, Sawyer, Im, Messias, &amp; Schumacher's (2000)Transition Theory. A qualitative design was used to explore the new nurses' perceptions of the experience of transition. A convenience sample of 20, 1-year baccalaureate nurses between the ages of 23 and 31, who had graduated from a Midwestern university and had been working in a healthcare setting for at least 1 year post-graduation, comprised the sample. Data were gathered through in-depth,unstructured face-to-face interviews, and analyzed using Colaizzi's approach. Results indicated that the mean age of the sample was 25 years. All participants had graduated between 12 and 18 months at the time of the study. At 3 months into transition, 80% reported being at the advanced beginner stage; at the competent stage at 6 months; and at the proficient stage at 1 year. Data analysis revealed three main themes: (a) starting transition, (b) during transition, and (c) moving beyond transition. Several subthemes emerged from the main themes. The conceptual frameworks guided the exploration of the stages of proficiency and the transitional journey of new nurses. These nurses enter their role with perceptions of being thrown in, overworked, and lacking competence. They soon realize the need to find balance and expand knowledge. When moving beyond transition, they gain confidence, and a feeling of acceptance into the profession. By understanding the perceptions of 1-year baccalaureate-prepared nurses, educators and hospital administrators can better understand how to prepare new graduates for the work setting. Findings may also have implications for future nursing students and/or newly graduated nurses.</td></tr></table>en_GB
dc.date.available2011-10-26T23:13:38Z-
dc.date.issued2011-10-17en_GB
dc.date.accessioned2011-10-26T23:13:38Z-
dc.description.sponsorshipMidwest Nursing Research Societyen_GB
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