2.50
Hdl Handle:
http://hdl.handle.net/10755/312701
Category:
Abstract
Type:
Research Study
Level of Evidence:
Qualitative Study, Phenomenology
Research Approach:
Qualitative Research
Title:
New Nurses Hopes and Expectations Transitioning Into Practice Phase Two
Author(s):
Gwinn, Linda; Marks, Angie; Hoeksel, Renee
Lead Author STTI Affiliation:
Non-member
Author Details:
Linda Gwinn MN, RN, PHCNS-BC, CCRN, e-mail tandlgwinn@tds.net; Angie Marks, MN, RN;Renee Hoeksel PhD, RN
Abstract:

Purposes/Aims: This qualitative study examines the lived experiences of graduating associate degree nurses transitioning into practice.

 

Rationale Conceptual Basis/Background: The increasing complexity of health care and subsequently of nursing practice is well recognized. Comprehensive approaches are needed to address the gap newly graduated nurses experience as they transition from school into practice settings. As work environments and the job market do not remain static, the importance of listening carefully to the experiences of new nurses is greater than ever.

 

Methods: A 2-phase longitudinal research study was conducted using an interpretive, hermeneutic, qualitative design. The second phase, reported here, conducted individual interviews of nurses who had been in Phase I focus groups.

 

Results: Categories were identified from the transcripts of all participants which led to the emerging themes of Facing the Realities, Powerful Relationships, Commitment to Care, Communication Conundrums, and Building a New Nurse. New nurses identified realities of what they described as “shockers” or “the hardest thing…” Workloads seemed more intimidating once they were “on their own”. Each new nurse had a story about the influence of “a great nurse” who served as a role model. Team spirit, climate of trust, nurturing, and caring were highly valued. Each nurse verbalized a commitment to stay in nursing caring for clients, although not necessarily in their current settings. New nurses showed vulnerability for knowing when to ask questions, knowing how to communicate effectively with physicians, and learning ways to overcome communication barriers between shifts and co-workers. These new nurses were clearly “under construction”, building from a novice level of focusing on skill performance to showing appreciation for becoming future managers of care who use critical thinking, clinical judgment, and who recognize the need for lifelong learning.

 

Implications: Healthy work environments were key to instilling confidence, promoting learning and sharing, building self-efficacy, all which may lead to greater professional satisfaction. Internships or residency programs proved valuable as seen through the eyes of study participants. A few felt “thrown in” to “sink or swim” with extremely short orientations, especially in long term care facilities, and most left those settings within a year. Nurses entered the profession with a strong foundation in psychomotor and intellectual skills formulated in nursing school, but it should be acknowledged that tremendous emotion accompanies this school-to-practice transition. Leaders and experienced nurses can nurture and encourage new graduates by teaching healthy coping skills as well as by being credible resources for provision of care.

 

 

 

Keywords:
expectations; new graduate nurse; Transition; Phenomenology
Repository Posting Date:
12-Feb-2014
Date of Publication:
1-May-2013
Conference Date:
2013
Conference Name:
46th Annual Communicating Nursing Research Conference; Washington State Nurses Association Convention
Conference Host:
Western Institute of Nursing; Washington State Nurses Association
Conference Location:
Anaheim, CA; Tulalip, WA
Sponsors:
Sigma Theta Tau International; Western Institute of Nursing
Note:
The Sigma Theta Tau International grant application that funded this research, in whole or in part, was completed by the applicant and peer-reviewed prior to the award of the STTI grant. No further peer-review has taken place upon the completion of the STTI grant final report and its appearance in this repository.; The abstract for Phase One of this study is available at: http://www.nursinglibrary.org/vhl/handle/10755/238259 (Please cut and paste the link into your browser's address field.); This is an abstract-only submission. If the author has submitted a full-text item based on this abstract, you may find it by browsing the Virginia Henderson Global Nursing e-Repository by author. If author contact information is available in this abstract, please feel free to contact him or her with your queries regarding this submission. Alternatively, please contact the conference host, journal, or publisher (according to the circumstance) for further details regarding this item.

Full metadata record

DC FieldValue Language
dc.language.isoen_USen
dc.type.categoryAbstracten
dc.typeResearch Studyen
dc.evidence.levelQualitative Study, Phenomenologyen
dc.research.approachQualitative Researchen
dc.titleNew Nurses Hopes and Expectations Transitioning Into Practice Phase Twoen_US
dc.contributor.authorGwinn, Linda-
dc.contributor.authorMarks, Angie-
dc.contributor.authorHoeksel, Renee-
dc.contributor.departmentNon-memberen
dc.author.detailsLinda Gwinn MN, RN, PHCNS-BC, CCRN, e-mail tandlgwinn@tds.net; Angie Marks, MN, RN;Renee Hoeksel PhD, RNen
dc.identifier.urihttp://hdl.handle.net/10755/312701-
dc.description.abstract<p><strong><em>Purposes/Aims: </em></strong>This qualitative study examines the lived experiences of graduating associate degree nurses transitioning into practice.</p> <p> </p> <p><strong><em>Rationale Conceptual Basis/Background: </em></strong>The increasing complexity of health care and subsequently of nursing practice is well recognized. Comprehensive approaches are needed to address the gap newly graduated nurses experience as they transition from school into practice settings. As work environments and the job market do not remain static, the importance of listening carefully to the experiences of new nurses is greater than ever.</p> <p> </p> <p><strong><em>Methods: </em></strong>A 2-phase longitudinal research study was conducted using an interpretive, hermeneutic, qualitative design. The second phase, reported here, conducted individual interviews of nurses who had been in Phase I focus groups.</p> <p> </p> <p><strong><em>Results: </em></strong>Categories were identified from the transcripts of all participants which led to the emerging themes of Facing the Realities, Powerful Relationships, Commitment to Care, Communication Conundrums, and Building a New Nurse. New nurses identified realities of what they described as “shockers” or “the hardest thing…” Workloads seemed more intimidating once they were “on their own”. Each new nurse had a story about the influence of “a great nurse” who served as a role model. Team spirit, climate of trust, nurturing, and caring were highly valued. Each nurse verbalized a commitment to stay in nursing caring for clients, although not necessarily in their current settings. New nurses showed vulnerability for knowing when to ask questions, knowing how to communicate effectively with physicians, and learning ways to overcome communication barriers between shifts and co-workers. These new nurses were clearly “under construction”, building from a novice level of focusing on skill performance to showing appreciation for becoming future managers of care who use critical thinking, clinical judgment, and who recognize the need for lifelong learning.</p> <p> </p> <p><strong><em>Implications: </em></strong>Healthy work environments were key to instilling confidence, promoting learning and sharing, building self-efficacy, all which may lead to greater professional satisfaction. Internships or residency programs proved valuable as seen through the eyes of study participants. A few felt “thrown in” to “sink or swim” with extremely short orientations, especially in long term care facilities, and most left those settings within a year. Nurses entered the profession with a strong foundation in psychomotor and intellectual skills formulated in nursing school, but it should be acknowledged that tremendous emotion accompanies this school-to-practice transition. Leaders and experienced nurses can nurture and encourage new graduates by teaching healthy coping skills as well as by being credible resources for provision of care.</p> <p> </p> <p> </p> <p> </p>en_GB
dc.subjectexpectationsen_GB
dc.subjectnew graduate nurseen_GB
dc.subjectTransitionen_GB
dc.subjectPhenomenologyen_GB
dc.date.available2014-02-12T17:50:36Z-
dc.date.issued2013-05-01-
dc.date.accessioned2014-02-12T17:50:36Z-
dc.conference.date2013en
dc.conference.name46th Annual Communicating Nursing Research Conference; Washington State Nurses Association Conventionen_GB
dc.conference.hostWestern Institute of Nursing; Washington State Nurses Associationen_GB
dc.conference.locationAnaheim, CA; Tulalip, WAen_GB
dc.description.sponsorshipSigma Theta Tau Internationalen
dc.description.sponsorshipWestern Institute of Nursingen
dc.description.noteThe Sigma Theta Tau International grant application that funded this research, in whole or in part, was completed by the applicant and peer-reviewed prior to the award of the STTI grant. No further peer-review has taken place upon the completion of the STTI grant final report and its appearance in this repository.en
dc.description.noteThe abstract for Phase One of this study is available at: http://www.nursinglibrary.org/vhl/handle/10755/238259 (Please cut and paste the link into your browser's address field.)en_US
dc.description.noteThis is an abstract-only submission. If the author has submitted a full-text item based on this abstract, you may find it by browsing the Virginia Henderson Global Nursing e-Repository by author. If author contact information is available in this abstract, please feel free to contact him or her with your queries regarding this submission. Alternatively, please contact the conference host, journal, or publisher (according to the circumstance) for further details regarding this item.-
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