2.50
Hdl Handle:
http://hdl.handle.net/10755/211582
Type:
Research Study
Title:
NEW NURSES' HOPES AND EXPECTATIONS TRANSITIONING INTO NURSING PRACTICE
Abstract:
Purposes/Aims: This qualitative study examines the lived experiences of graduating associate degree nurses transitioning into practice. The purpose of this presentation is to examine the results of study Phase One where the specific aim was to describe the hopes and expectations of these graduating students as they anticipate transitioning into nursing practice. Rationale Conceptual Basis/Background: The increasing complexity and dynamic nature of nursing practice has been well described in the professional literature and recognized by schools of nursing as well as the healthcare industry. Increasing attention is being paid to the gap that newly graduated nurses experience as they transition from school into nursing roles across practice settings. Nurse educators are revising curriculum to best prepare graduates for entry into an ever-evolving and often chaotic work environment. Nurse administrators and managers are implementing extended orientation and residency/internship programs all in an effort to successfully bridge this gap. Barriers for new graduate nurses transitioning into practice are well documented. However, research examining hopes and expectations at graduation, especially in the United States, is sparse. Efforts to systematically study new nurses longitudinally are even rarer. Methods: A 2-phase longitudinal research study was designed using an interpretive, hermeneutic, qualitative design. The first phase, reported here, utilized four focus groups of last quarter students in two regional associate degree nursing programs. Each focus group consisted of 4-10 students (total n=22) and was facilitated by two researchers, one to lead the group and one to take field notes and manage equipment. All group tape recordings were transcribed verbatim and entered into Ethnograph 6.The research team consisted of faculty from university and associate degree programs. Results: Several categories were identified from the transcripts of all four groups which then led to the emerging themes of surprise, dichotomy, and resolve. Students were surprised that within the context of a poor economy, seeking a job could be more challenging and competitive than admission to nursing school. An example of dichotomy was that on one hand students felt ready to “jump in and hit the floor running” yet felt unprepared for the many responsibilities of the registered nurse role. In terms of resolve participants identified barriers they described as “scary, yet repeatedly voiced “…dedication to overcome any obstacles to get your goal accomplished…” Implications: Internships or residency programs are desirable as seen through the eyes of study participants. Partnerships between schools of nursing and employers of nurses need to continue efforts to build bridges to ease this transition period of vulnerability for both the graduate and the patients assigned to their care. Faculty need to attend to the worries of the students and perhaps put more emphasis through seminars or curriculum on preparation for successful job searches, interview tips, resume writing, especially in the last 2 terms before graduation. Increased research especially longitudinal efforts in different regions of the country are necessary if Best Practices are to be developed aimed at improved nurse satisfaction, nurse retention, and most importantly, quality patient outcomes.
Keywords:
Associate degree nurses; Transition into practice; Nursing practice
Repository Posting Date:
20-Feb-2012
Date of Publication:
20-Feb-2012
Other Identifiers:
5525
Sponsors:
Western Institute of Nursing

Full metadata record

DC FieldValue Language
dc.typeResearch Studyen_GB
dc.titleNEW NURSES' HOPES AND EXPECTATIONS TRANSITIONING INTO NURSING PRACTICEen_GB
dc.identifier.urihttp://hdl.handle.net/10755/211582-
dc.description.abstractPurposes/Aims: This qualitative study examines the lived experiences of graduating associate degree nurses transitioning into practice. The purpose of this presentation is to examine the results of study Phase One where the specific aim was to describe the hopes and expectations of these graduating students as they anticipate transitioning into nursing practice. Rationale Conceptual Basis/Background: The increasing complexity and dynamic nature of nursing practice has been well described in the professional literature and recognized by schools of nursing as well as the healthcare industry. Increasing attention is being paid to the gap that newly graduated nurses experience as they transition from school into nursing roles across practice settings. Nurse educators are revising curriculum to best prepare graduates for entry into an ever-evolving and often chaotic work environment. Nurse administrators and managers are implementing extended orientation and residency/internship programs all in an effort to successfully bridge this gap. Barriers for new graduate nurses transitioning into practice are well documented. However, research examining hopes and expectations at graduation, especially in the United States, is sparse. Efforts to systematically study new nurses longitudinally are even rarer. Methods: A 2-phase longitudinal research study was designed using an interpretive, hermeneutic, qualitative design. The first phase, reported here, utilized four focus groups of last quarter students in two regional associate degree nursing programs. Each focus group consisted of 4-10 students (total n=22) and was facilitated by two researchers, one to lead the group and one to take field notes and manage equipment. All group tape recordings were transcribed verbatim and entered into Ethnograph 6.The research team consisted of faculty from university and associate degree programs. Results: Several categories were identified from the transcripts of all four groups which then led to the emerging themes of surprise, dichotomy, and resolve. Students were surprised that within the context of a poor economy, seeking a job could be more challenging and competitive than admission to nursing school. An example of dichotomy was that on one hand students felt ready to “jump in and hit the floor running” yet felt unprepared for the many responsibilities of the registered nurse role. In terms of resolve participants identified barriers they described as “scary, yet repeatedly voiced “…dedication to overcome any obstacles to get your goal accomplished…” Implications: Internships or residency programs are desirable as seen through the eyes of study participants. Partnerships between schools of nursing and employers of nurses need to continue efforts to build bridges to ease this transition period of vulnerability for both the graduate and the patients assigned to their care. Faculty need to attend to the worries of the students and perhaps put more emphasis through seminars or curriculum on preparation for successful job searches, interview tips, resume writing, especially in the last 2 terms before graduation. Increased research especially longitudinal efforts in different regions of the country are necessary if Best Practices are to be developed aimed at improved nurse satisfaction, nurse retention, and most importantly, quality patient outcomes.en_GB
dc.subjectAssociate degree nursesen_GB
dc.subjectTransition into practiceen_GB
dc.subjectNursing practiceen_GB
dc.date.available2012-02-20T12:03:34Z-
dc.date.issued2012-02-20T12:03:34Z-
dc.date.accessioned2012-02-20T12:03:34Z-
dc.description.sponsorshipWestern Institute of Nursingen_GB
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