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Al, Awaisi Huda S. "The experience of Sultan Qaboos University newly graduated nurses during their first year of practice in the Sultanate of Oman." Thesis, University of Manchester, 2012. https://www.research.manchester.ac.uk/portal/en/theses/the-experience-of-sultan-qaboos-university-newly-graduated-nurses-during-their-first-year-of-practice-in-the-sultanate-of-oman(07d3cf1b-4740-416a-9bc6-e64ae57d6d12).html.
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Background: Studies have demonstrated that new graduate nurses' (NGNs) transition experience is complex and often negative leading to dissatisfaction with nursing and increased attrition. Many existing studies of NGNs' transition experience are small, qualitative, concerned with NGNs experiences in the West. No study has been conducted to date examining NGNs' transition experience in any of the developing countries where the cultural context and nursing education and practice are different to those in the West. Aim: To explore the experience of NGNs during their transition period in one of the developing countries, the Sultanate of Oman. Method: Qualitative case study utilising an embedded-single case design was conducted to investigate the transition experience of baccalaureate NGNs graduating from Sultan Qaboos University (SQU) and working at Sultan Qaboos University Hospital (SQUH). Data were collected from the perspective of NGNs and also from the perspective of other key informants using triangulated methods. This includes individual and focus group interviews, observation and documentary analysis. Results: Four over-arching themes are identified from NGNs' transition experience in the Sultanate of Oman. These are 'Studying Experience'; 'Role Transition'; 'Working Conditions' and 'Status of the Nursing Profession'. This study showed that nursing is not an attractive choice for Omani students to study and pursue as a future career because of its low status. During the transition period, NGNs experienced reality shock which mainly resulted from a theory-practice gap. NGNs had limited practical experience but a high level of theoretical knowledge, which they were unable to utilise in practice. They found the working environment to involve many competing priorities resulting in task-orientation and compromised patient care. This study showed that many NGNs resented their involvement in basic nursing care, which they believed should not be part of their role as degree nurses. Despite the challenges of the transition period, many NGNs remarked that nurses play the most important role at the hospital and they are proud being nurses. Conclusion: Omani NGNs' transition experience is complex and similar in many respects to NGNs experience in the West. However, there are distinctive challenges Omani NGNs faced due to the Omani culture, working environment and the status of nursing in Oman.
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Jones, Sherrie Marie. "Development of a Mentorship Program to Help Support and Retain New Nurses." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2837.
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Many newly graduated registered nurses (NGRNs) leave the nursing profession within the first 2 years of employment in a rural hospital located in the Southwestern region of Oklahoma. A strategy to address this problem was to introduce a mentorship process that would help support the NGRNs as they transition into independent practice in the clinical setting. The goal of this project was to develop a mentorship program for future implementation. The Partners In Nursing (PIN) program sponsored by the Robert Wood Johnson Foundation, and developed by the American Association of Colleges of Nursing and the American Nurses Association, was selected to support the NGRN transition from student nurse to practicing clinician with a goal to improve retention rates by 10 percent. Benner's novice to expert framework and the Psychological Empowerment model were used in the development of activities contained within the mentorship program modules. Barrett's theory of power helped to guide the development of resilience activities for the future participants. An evaluation plan was developed to monitor new nurse progress before and during the program using the Casey and Fink questionnaire to evaluate the needs and job performance of the participants. The target hospital National Database of Nursing Quality Indicators (NDNQI) was analyzed to help justify the project abe used in future evaluations. Facilitating mentorship will result in social change through increased autonomy of the new professionals, along with improved retention which positively impacts patient outcomes. Social change will bridge the gap in retention and the cost of replacing a NGRN. Dissemination of this project is planned to occur both within the facility and at the relevant national organizations supporting nurse educators.
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Hjälm, Almqvist Caroline, and Evelina Johansson. "Upplevelser av att vara nyexaminerad sjuksköterska : En litteraturstudie." Thesis, Högskolan i Gävle, Avdelningen för vårdvetenskap, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:hig:diva-34355.
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Bakgrund: År 2020 uppskattar Europarådet att det kommer saknas cirka 590 000 sjuksköterskor i Europa, vilket kan påverka kvalitéten på vården. Omvårdnaden är sjuksköterskans ansvarsområde vilket innebär att följa riktlinjer och ge individanpassad omvårdnad. Sjuksköterskestudenterna såg framemot att komma ut i arbetslivet och få applicera den teoretiska kunskapen med det praktiska arbetet. Syfte: Syftet med studien var att beskriva upplevelser av att vara nyexaminerad sjuksköterska under det första året i yrket. Metod: Studien är en litteraturstudie som har en deskriptiv design där elva artiklar inkluderades. Huvudresultat: Fyra huvudrubriker identifierades och fyra underrubriker. Huvudrubrikerna var: glappet mellan skola och arbetsliv, upplevelsen av stöd och handledning, brist på tid och eget lärande. Underrubrikerna var: upplevelsen av brist på kunskap, komma ut som ny på arbetsplatsen, vikten av stöttning och kommunikation på arbetsplatsen. Slutsats: De nyexaminerade sjuksköterskorna upplevde att de negativa upplevelserna dominerade jämfört med de positiva. Att vara medveten om upplevelsen av att vara nyexaminerad sjuksköterska är viktigt både för studenter och de blivande kollegorna.<br>Background: In the year of 2020, the European council estimated that there is a shortage of approximately 590 000 nurses in Europe, which could affect the quality of care. Nursing is the area of responsibility in which includes following guidelines and give individual care. The nursing students looked forward to getting into working life and apply the theoretical with the practical. Aim: The aim of the study was to describe the experience of newly graduated registered nurses during the first year of work. Methods: The study is a literature review with a descriptive design which includes eleven studies. Main result: Four themes were identified with four subthemes. The themes were: The gap between school and working life, the experience of support and guidance, lack of time and own learning. The subthemes were: the experience of lack of knowledge, new employee in the workplace, the importance of support and communication at work. Conclusion: The experience of newly graduated registered nurses was often experienced in a negative manner rather than positive. To be aware of newly graduated registered nurses is important for both students and prospective colleagues.
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Zackrisson, Simon, and Emelie Westman. "Upplevelserna av det första året som yrkesverksam sjuksköterska : En litteraturbaserad studie." Thesis, Högskolan Väst, Avdelningen för omvårdnad - grundnivå, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:hv:diva-11487.
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En litteraturbaserad studie har gjorts med analys av tio kvalitativa studier mellan 2007-2016. Alla som väljer att utbilda sig till sjuksköterska i Sverige genomgår en tre år lång utbildning som leder till en akademisk och en yrkesexamen. Att gå från utbildning och börja arbeta som sjuksköterska är ett stort steg, och många främmande situationer finns framför dem. Efter genomgången utbildning får de en legitimation, men de saknar erfarenhet. Det är en lång process att komma in i rollen som sjuksköterska. Det innebär även ett stort ansvar och stressen kan bli hög, vilket får en del av de nya sjuksköterskorna att vilja byta karriär. I den här uppsatsen har artiklar granskats som behandlar just fenomenet upplevelser hos den nyutexaminerade sjuksköterskan under det första året. Artiklarna söktes fram ur databaserna Cinahl, ProQuest och PubMed som innehåller artiklar i omvårdnad, psykologi och medicin inom humanvetenskap. Resultaten i studierna analyserades och sammanställdes till ett resultat. Resultatet visar att de nya sjuksköterskorna upplevde att det var ett stort glapp mellan studierna och realiteten. De fick känsla av att de inte hade tillräckligt mycket kunskap både vad det gäller omvårdnaden och bedömningar av patienterna, samt för att leda undersköterskor i arbetet. De upplevde ett stort ansvar då yrket regleras av lagar och förordningar. Det kunde även vara svårt att komma in i gänget bland kollegorna och en hierarkisk ordning bland professionerna förekom. De nyutbildade sjuksköterskorna upplevde ett stort behov av stöd för sin yrkesutveckling. Stödet kunde komma från organisationen de jobbade på genom handledning och struktur. Kollegorna på jobbet kunde ge ett stort stöd för dem både emotionellt och praktiskt. Vissa saknade stöd från dessa håll och förlitade sig på sina egna strategier istället. Det kunde vara bland annat att umgås och prata med vänner och familj. Trots att utvecklingen från studerande till erfaren sjuksköterska var utmanande och ofta upplevdes svår så var de flesta deltagarna stolta över sitt yrke som sjuksköterska.<br>Background: Registered nurses is a profession with long tradition and the profession has undergone many changes over time. In Sweden, today, nursing education leads to an academic degree but also provides a vocational degree. Profession as a nurse requires much of the practitioner for this to be considered competent to maintain credentials. The path from novice to expert is long while the lack of nurses is large and many choose to leave the profession. Aim: The aim was to describe how newly graduated nurses’ experience their first year as professional nurses. Method: A literature-based study was conducted in which ten qualitative studies were retrieved from the databases Cinahl, Proquest and Pubmed. The studies were subjected to quality assurance and Friberg's five-step analysis. Result: Through the analysis, the results of the articles were compiled into a new result, in which three themes, and nine subthemes were formed. The main themes were “unreasonable expectations about the new profession”, “the first year - a reality shock” and “the need for support in the workplace”. Conclusion: The first year of occupational nurses was experienced a difficult period and was lined with feelings of unpreparedness for what the profession meant and expectations of the profession that did not really correspond. The need for support was considered important for transition from education to professional nurse to be successful. The workplace of the graduates graduated was crucial for whether the nurse came to stay in the profession or not.
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Webster, Althea Louise. "Preceptor Progam for New Graduate Nurses." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2431.
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The transition from student to new graduate nurse is a difficult conversion. The challenges of the new graduate are the demanding workload, lack of clinical skills, and incivility from staff nurses and unfamiliar institutional cultures. More than 40% of new graduate nurses report making medication errors and feel unprepared to recognize and intervene in life-threatening complications that keep the patient safe from harm. Preceptorship is a clinical instructive model in which a professional relationship provides new graduate nurses with access to a clinical expert and role model within a preset time frame. The goal of the program was to evaluate the outcomes of a preceptorship program that individualized a teaching-learning method in which a new graduate nurse was assigned a clinical expert in order to experience the day-to-day practice with a role model and a resource in the clinical setting. At the conclusion of the orientation process, the graduate nurse identified confidence in their ability to complete assigned skills, they were more motivated to remain on staff in the facility, and the retention of the new graduate nurses increased from 40% to 100% at the 1 year mark. The graduate nurses evaluated the program, the preceptor and the assigned competencies and the facility and the probability of continuing on staff. The surveys were collected by management, and evaluated for rigor, which revealed encouraging results of the program. The facilitation and integration of the preceptor program for new graduate nurses changed the perception of competency within the facility as it relates to the discipline of nursing and moves the graduate toward professional growth, establishing a changing environment in the facility's community of healthcare.
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Kelly, Jennifer. "Socialization of the new graduate : the lived experiences of new graduate nurses /." [St. Lucia, Qld.], 2005. http://www.library.uq.edu.au/pdfserve.php?image=thesisabs/absthe18718.pdf.
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Bernheisel, Susan E. "The Relationship Between Education and Leadership Behaviors in New Graduate Baccalaureate Educated Nurses and New Graduate Associate Degree Educated Nurses." Bowling Green State University / OhioLINK, 2007. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1182515408.
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Adamovic, Eleonora, and Elma Dervisic. "Nybakad sjuksköterska : En litteraturbaserad studie om nyutexaminerade sjuksköterskors upplevelser." Thesis, Högskolan Väst, Avd för vårdvetenskap på grundnivå, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:hv:diva-8182.
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Different studies show that stress is a common feeling that newly graduated nurses experience during the first period in the profession. What causes the stress are high expectations that they have on themselves and the expectations from colleagues, as well as the fear of making a mistake while working as a nurse. Newly graduate nurses go through five stages of development from being novice to expert. The aim of this study was to describe work experiences of newly graduate nurses in hospital ward settings. The research method was a literature study based on ten qualitative articles. Articles were analyzed by using the method of Friberg (2012). Four main themes were identified: experiences of leadership; experiences of the relationship with colleagues; experiences of support; experiences of knowledge level. Colleagues and managers must respond to the needs of newly graduated nurses in an adequate way to create a friendly and supportive working environment, which in turn can contribute to the professional development of the newly graduated nurse. Nursing education should prepare students for professional careers in terms of socialization, leadership and organization.
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Miller, Beverly Elaine. "Losing New Graduate Bedside Nurses, a Practice Improvement Initiative." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/3904.
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New graduate nurses (NGNs) at bedside are faced with numerous challenges, which prompt them to leave jobs in their first year. The transition from being a student to competent nurse requires a NGN to have the necessary skills and experience. Subsequently, hospitals continue to face shortages of staff because of high turnover and low retention levels. Nonetheless, evidence from reviewed literature has indicated that the use of residency programs can increase NGNs' stay at bedside, improve retention, reduce costs of operations, and return employees' turnover. The purpose of this quality improvement project was to identify the likelihood of NGNs remaining at bedside after participating in a 52 week NGN residency program in the critical care units at Palmetto Health hospital. When a hospital recruits and retains NGNs at the bedside, the quality of life among patients is improved. Benner's theory of novice to expert was utilized to understand professional growth of nurses. Data were collected from the human resource department of the 18 nurses who initially participated in the residency program to compare retention rates before and after its implementation. The project initiative was based on a quantitative non-experimental comparison design. Based on the evidence from the human resource department, there was a 14% improvement in nurse retention 3 months after the implementation of the NGN residency program. A statewide adoption of NGN residency programs was recommended to help improve retention and enhance NGNs' professional improvement and quality of care. The implementation of NGN residency program also demonstrated implications for social change through increasing retention, building nurse competency, and enhancing quality of care delivered.
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Hartung, Benjamin. "New Graduate Nurses and Dementia Care In Acute Care." Thesis, Université d'Ottawa / University of Ottawa, 2018. http://hdl.handle.net/10393/37377.
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Background: With the increasing older adult population, new graduate nurses will be providing care for patients with dementia more frequently and should be supported to care for this population during their transition period. Purpose: The purpose of this thesis was to explore the experiences of new graduate nurses providing care for patients with dementia in acute care environments. Methods: An interpretive descriptive qualitative study explored eleven Ontario new graduate nurses’ experiences providing dementia care in acute care environments. A thematic analysis was conducted.
Findings: The thematic analysis resulted in three themes and several sub-themes: building of vision and values, clash of vision and values, and “make do with what you have”. Discussion and Conclusion: Facilitators to providing dementia care in acute care were supportive colleagues and early exposure to dementia care. The barriers identified were similar to the barriers experienced by nurses in the literature.
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Kamboj, Amritpal K. "Nurse residency| An answer to improve new graduate nurse competency." Thesis, Western University of Health Sciences, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3560103.
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<p> The Institute of Medicine (IOM) report <i>To err is human: Building a safer health system</i> raised the very important concern of patient safety. The ultimate goal of this report was to provide a call-for-action that promoted patient safety at the point-of-delivery (Kohn, Corrigan, & Donaldson, 2000). Registered Nurses (RNs) represent the largest discipline providing and coordinating patient care redesign. The aim of creating safe and quality care would not be possible without the presence of competent nurses. Conversely, new graduate nurses are prone to errors due to lack of transitional support from academics to practice. With the growing shortage of experienced RNs nationally, there is a need to evaluate and promote programs to assist in the transition, retention, and recruitment of competent new nurses. Structured residency programs offer a means to increase the competency of newly graduated RNs. This study performed secondary data analysis of the Versant 18-Week Residency Program to provide evidence of the success of this approach in assisting new nurses in their transition from academia to practice.</p>
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Armendariz-Batiste, Mary Josette. "New Graduate Nurses: Evaluating an Innovative Mixed Method Orientation Program." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2199.
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Institutions are recruiting new graduate nurses to fill their vacancies. The aim of this project was to create a new graduate nurse orientation program that consists of the Essentials of Critical Care Orientation (ECCO) program created by the American Association of Critical Care Nurses (2014), scenarios, and simulation that will result in an increase in nurses' sense of their ability to provide safe patient care, communicate effectively, perform skills, and increase their sense of institutional support. The theoretical framework for this mixed methods project was Benner's "From Novice to Expert." The convenience sample participants consisted of 17 baccalaureate-prepared new graduate nurses. The Casey-Fink Graduate Nurse Experience Survey was administered prior to the orientation program and again at the completion. Content analysis was used for Section I of the survey, which pertains to the top 3 skills nurses are uncomfortable performing. In the presurvey, chest tube care, ECK/EKG/telemetry, and tracheostomy were listed. However, they were not listed on the post survey. The findings resulted in a correlation between skills that were taught during simulation and scenarios. Fisher's exact test was used for Sections II, III, and IV of the survey. There was no statistically significant difference in the pre and post survey as it pertained to questions regarding safe patient care, communication, and sense of institutional support. Results of this study are inconclusive and do not fully support the orientation program. Nurse leaders have a social mandate to ensure new graduate nurses are supported and have the resources needed to provide safe patient care. The program that was created and implemented was an attempt to assist new graduate nurses with their transition into practice.
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Obregon, Ruth Ann. "New Graduate Nurses' Perceptions of Their Delay to Professional Practice." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/3811.
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This project study addressed the problem of knowledge and skills lost by new graduate RNs while delayed in transitioning to professional nursing practice. There is a paucity of knowledge about how new RNs experience their delay and how a delay may affect their future clinical performance. Mezirow's transformation learning theory was the conceptual framework for this qualitative case study. Research questions addressed new RNs' understanding of their experiences during a delay to professional practice. A purposeful sample included 8 new RNs who had completed a New Graduate Residency Transition Program (NGRTP) after a delay to practice of 6 months to 3 years. Four managers of the RN participants were also included in the sample. Data were collected through audio-recorded semistructured interviews and manager questionnaires. Qualitative data were coded and analyzed to identify themes. Findings indicated that while waiting for a RN position, the delay to practice new RN (DTP-RN) passed through stages that reflected clinical and professional needs. The consequences of the new RNs' delay to practice may impact the required NGRTP process. Findings influenced the development of a white paper to educate hospital nurse educators and managers about the DTP-RNs' unique needs. Recommendations include a NGRTP designed to meet the transition needs of the DTP-RN. Implementation of recommendations for a NGRTP may enhance the DTP-RNs' successful transition into professional practice with a result of greater job satisfaction and decreased RN turnover.
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Varner, Kendra. "Longitudinal Mixed Methods Study of Newly Graduated Nurse and Teacher Sleep Experiences." University of Cincinnati / OhioLINK, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=ucin162766389031217.
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Hansen, James Law. "Assessing the efficacy of a precepted orientation in new graduate nurse transition into the workplace." Laramie, Wyo. : University of Wyoming, 2008. http://proquest.umi.com/pqdweb?did=1798480941&sid=1&Fmt=2&clientId=18949&RQT=309&VName=PQD.
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Vogelpohl, Darla A. "New Graduate Nurses Perception of the Workplace: Have They Experienced Hostility?" University of Toledo / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1301938365.
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Farabaugh, Jessica. "Perceptions of New Graduate Nurses Competency| Are Hospital Orientation Programs Enough?" Thesis, Carlow University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10840346.
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<p> The assessment of new graduate nurses’ competency is an important outcome of orientation. Nurse managers and nurse preceptors are important stakeholders in the transition of new graduate nurses and are often responsible for assessing the competency of new graduate nurses. This study used the New Graduate Nurse Performance Survey to assess the perceptions of nurse managers and nurse preceptors related to new graduate nurse competency post orientation. </p><p>
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Carlson, Kristin Wilson. "Perceptions of an EBP Module Mobile Application by New Graduate Nurses." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/4506.
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Evidence-based practice (EBP) is a key driver of care and advancements within nursing. It is essential to emphasize EBP early in a nurse's career to promote inquisitive minds and enthusiasm for seeking evidence. The purpose of this project was to implement an EBP mobile app into a nurse residency program (NRP) to improve the process of providing EBP information and resources to new graduate nurses. The intent of the project was to leverage mobile technology to engage new graduate nurses in evidence-based practice. Roger's diffusion of innovation framework guided the project. The target audience for the project was 16 new graduate RNs participating in a health system's NRP who attend the EBP module and were required to complete an EBP project. The EBP module was provided during a classroom lecture and the mobile application was downloaded. After using the EBP module, all attendees were sent an electronic survey with open-ended questions related to the mobile application. Responses were reviewed to identify patterns. Survey responses reflected that a 50% did not utilize the mobile application. However, those that did use the mobile application (50%) found it useful and had a positive perception of the mobile application. Continued use of the mobile application and promotion of the mobile application for new graduate nurses may help with their own personal development of an EBP project. Ultimately, allowing nurses to effectively integrate nursing research into practice and impact patient care quality. This project impacted social change by empowering new nurses with knowledge and information related to evidence based practice and allowed for increased information to be accessible to a large audience of new graduate nurses.
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Larsson, Emma, and Louise Stoltz. "Sjuksköterska och novis : En litteraturöversikt om upplevelsen av att vara nyutexaminerad sjuksköterska." Thesis, Ersta Sköndal Bräcke högskola, Institutionen för vårdvetenskap, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:esh:diva-7123.
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Bakgrund: Sjuksköterskeyrket är en egen profession och det finns ett högt förtroende i samhället för den legitimerade sjuksköterskans kompetens. Sjuksköterskans yrkesroll framställs som komplex och mångdimensionell. Transitionen från student till nyutexaminerad sjuksköterska beskrivs som en central händelse där första tiden inom professionen har stor betydelse för sjuksköterskans utveckling. Syfte: Syftet var att belysa upplevelsen av att vara nyexaminerad sjuksköterska. Metod: Designen var allmän litteraturöversikt. Litteratursökningen genomfördes i databaserna CINAHL Complete, PubMed och PsycINFO. Elva vetenskapliga artiklar identifierades, kvalitetsgranskades och analyserades. Resultat: Resultatet illustrerar upplevelsen av att vara nyutexaminerad sjuksköterska. Första tiden speglade känslor av kaos, överväldigande och ansvar. Den nyutexaminerade sjuksköterskan upplevde rädsla att göra fel, säga fel och verka okunnig. Handledning och stöd ansågs som viktiga incitament i transitionen liksom att bli accepterade av kollegor och erkänd för sin kunskap. Professionell yrkesstolthet och självförtroende utvecklades med tid och erfarenhet. Diskussion: Resultatet diskuteras utifrån omvårdnadsforskaren Patricia Benners teori att gå från novis till expert samt tidigare forskning. Diskussionen belyser hur nyutexaminerade sjuksköterskor ur ett internationellt perspektiv, upplevde ett glapp mellan utbildning och yrkesroll, osäkerhet i förhållande till patientsäkerhet och omvårdnad samt att introduktion och handledning under den första tiden var av stor betydelse.<br>Background: The profession of nursing has its own dicipline and there is a high level of trust in society for the qualified nurse's skills. The vocational role is presented as complex and multidimensional. The transition from student to newly graduated nurse is described as a central event where the first period in the profession is of great importance for the nurse's development. Aim: The aim was to highlight the experience of beeing a newly graduated nurse. Method: The design was a general literature review. The literature search was conducted in the databases CINAHL Complete, PubMed and PsycINFO. Eleven scientific articles were identified, quality-reviewed and analyzed. Results: The result illustrated the experience of being a newly graduated nurse. The first period reflected feelings of chaos, overwhelming and responsibility. The newly graduated nurse experienced fear in making mistakes, saying the wrong thing or to appear unskilled. Tutoring and support were considered as an important incentive in the transition, as well as being accepted by colleagues and recognized for their knowledge. Professional pride and self-confidence were developed with time and experience. Discussion: The result is discussed based on Patricia Benner's theory, from novice to expert and previous research. The discussion illustrates how newly graduated nurses from an international perspective, experienced a gap between education and vocational role. Furthermore, insecurity in relation to patient safety and caring, and finally how the introduction and preceptorship initially was of great importance for the nurses.
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Lewis-Pierre, LaToya. "Workplace readiness of new ICU nurses| Perceptions of managers, educators, preceptors, and new RN graduates." Thesis, University of Phoenix, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3572923.
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<p> The purpose of the qualitative grounded-theory study was to generate a theory to explain workplace readiness and needs of new graduates entering the intensive care unit (ICU) from the viewpoint of managers, clinical educators, preceptors, and new registered nurses (RN) graduates. The study involved 24 nurses including five managers, four educators, eight preceptors, and seven new graduates working in Florida with 1,550 beds, which includes 115 specialized ICU beds. A qualitative grounded theory developed from analyzing the responses from face-to-face interviews and identifying competencies and skills required for new graduates to enter the ICU. The following four themes emerged: (a) embracing the new ICU role, (b) overwhelming experience of performance ambiguity or anxiety, (c) adapting to the ICU, and (d) embodying the new ICU RN role. </p><p> The results of this study indicate that new ICU RN’s have limited exposure in nursing school to the ICU and the inclusion of the novice nurse embracing the ICU theory (NNEIT) could enhance the new nurses’ transition into the ICU. Through the reduction of overwhelming experience of performance ambiguity or anxiety, the new graduate will adapt to the fast-paced ICU environment and embody the new ICU RN role. Novice nurses embodying the new role require time, preparation, and support. This study adds to a growing body of knowledge on facilitating the workplace readiness of new ICU nurses from the perspectives of the manager, educator, preceptor, and new graduate. The novice nurse embracing the ICU theory (NNEIT) will provide guidance in resolving the discourse of the competencies and skills for new nurses entering the ICU.</p>
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Anderson, Lori S. "Impact of simulation experiences on learning transfer in new graduate registered nurses." Thesis, East Carolina University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3705579.
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<p> The purpose of this study was to evaluate the influence of pre-work factors (healthcare experience, type of education, type and frequency of simulation exposure) and work factors (type and frequency of simulation exposure) on perceptions of transfer of learning, confidence and competence development, and RN role preparedness. The study participants consisted of 251 new graduate registered nurses obtained from the North Carolina Board of Nursing (NCBON) registered nurse licensure database. A descriptive correlation design was utilized to explore the impact of simulation on perception of gains in transfer of learning, confidence and competence development, and RN role preparedness. Frequencies and percentages, independent t-tests, and Pearson product-moment correlation were applied to the data set. The study results showed simulation activities occurred more frequently in pre-licensure programs compared to new nurse orientation programs, and higher transfer of learning gains were noted in those nurses who participated in both pre-licensure and orientation simulation activities. Further, simulation exposure in both programs had positive influences on confidence, competence, RN role preparedness and pre-licensure transfer of learning. For nurses with both pre-licensure and new nurse orientation simulation experience, moderate to strong correlations were observed in associate degree nurses, with and without previous healthcare experience, and in bachelor degree nurses with previous healthcare experience. Further research is needed on a larger representation of advanced beginner new graduates. Ideally, transfer of learning and new nurse outcome measures should be evaluated with a more diverse, national representation of new graduates. Continued research on simulation-based orientation experiences is needed as more hospitals are implementing this strategy into their new nurse transition programs.</p>
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D'Ambra, Amanda. "Minimizing incivility in the workplace to increase retention of new graduate nurses." Honors in the Major Thesis, University of Central Florida, 2012. http://digital.library.ucf.edu/cdm/ref/collection/ETH/id/536.
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Efforts to maintain a sufficient nurse workforce are hampered by dissatisfaction with the work environment. Incivility in the work environment is a major source of dissatisfaction. A healthy work environment is associated with higher levels of job satisfaction and improved retention. New graduate transition programs have been recommended as a deterrent to high levels of turnover associated within the first two years of employment, some of which is related to incivility. The purpose of this thesis was to examine the influence of incivility in the nursing workplace on new graduate job satisfaction and determine if there is an association between participation in new graduate nurse transition programs and satisfaction with the work environment. A systematic review of the literature was performed using MEDLINE- EBSCOhost, PsycInfo, and the Cumulative Index to Nursing and Allied Health Literature (CINAHL) databases. Sixteen studies, which met search criteria, were reviewed. Themes that emerged included workplace incivility, nurse residency programs, mentoring through preceptors, and empowerment. Findings indicated that incivility in the workplace was a significant predictor of low job satisfaction in new graduate nurses. While graduate nurse transition programs are associated with improved satisfaction and retention rates for these nurses, nothing in the literature indicated that graduate nurse transition programs had a direct impact on empowerment and job satisfaction related to the incivility these nurses experience.<br>B.S.N.<br>Bachelors<br>Nursing<br>Nursing
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Alverson, Joy F. "The lived experience of preceptoring a new graduate registered nurse." abstract and full text PDF (free order & download UNR users only), 2006. http://0-gateway.proquest.com.innopac.library.unr.edu/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:1438926.
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Washington, Georgita Tolbert. "Effects of Anxiety Reducing Interventions on Performance Anxiety in Graduate Nurses." Digital Commons @ East Tennessee State University, 2009. https://dc.etsu.edu/etd/1879.
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Every new nursing graduate is challenged to successfully transition from student to professional nurse. The stress involved in that transition can manifest itself as performance anxiety, a type of anxiety occurring when someone is the focus of attention and is fearful of interactions or of being humiliated or embarrassed. It occurs only in specific situations. The new graduate's performance is the focus of attention and evaluation. Further, the need to interact with other professionals, patients, and families can create anxiety about performance. No studies have examined performance anxiety in graduate nurses.
Use of cognitive behavioral therapy, progressive muscle relaxation, and reflective journaling has demonstrated reduction of performance anxiety in musicians and actors. There have been no studies evaluating these interventions in new graduate nurses or in combination to reduce performance anxiety in any population.
Peplau's theory of interpersonal relations suggests that relationships play a significant role in mediating anxiety. Because most graduate nurses work with a registered nurse preceptor, it is likely that relationships with preceptors and the level of perceived support from those preceptors could influence the success of transition as well as new graduates' anxiety.
Using a quasi-experimental, mixed method design, the sample was drawn from 2 classes of new graduates participating in a 6-month nurse residency program. Participants self-administered instruments measuring performance anxiety, preceptor relationships, and perceptions of preceptor social support, and were asked to journal weekly. Open-ended questions indicated their feelings about the intervention and its usefulness.
This study verified the presence and level of performance anxiety in the sample. Results revealed a decrease in performance anxiety in both treatment and control groups but no significant influence of preceptor relationship or perceived preceptor support. Analysis of qualitative data revealed that the majority of participants were not engaged in the intervention and did not value it.
Performance anxiety did not appear to negatively impact new graduate transition. No additional insight was gained about the preceptor and newgraduate relationship because the majority of participants' interactions remained at the initial level identified in Peplau's theory.
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Allen, Casandra. "Strategies to Develop a New Nurse Residency Program." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/6507.
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The ongoing shortage of registered nurses is a nationwide phenomenon. Many factors contribute to the dissatisfaction and stress of new graduate nurses during the initial transition phase of their career. The lack of peer and leadership support is among the many factors that lead to constant turnover. New nurses entering the workforce are caring for patients with more complex health problems. The Commission on Collegiate Nursing Education (CCNE) has developed standards for accreditation of entry-to-practice nurse residency programs (NRP). The purpose of this DNP project was to propose a formal evidenced-based nurse residency program to the stakeholders of an acute care hospital based on the CCNE standards. The Iowa model of evidenced-based practice was used to outline this formal residency program, and Benner's novice to expert theory guided its development. Eight organizational stakeholders participated in the presentation of the proposal for the evidenced-based nurse residency program. A questionnaire based on the standards for accreditation of entry-to-practice nurse residency programs was used for evaluation. The majority of respondents indicated that the standards presented in the presentation were consistent with the requirements of accredited NRPs. For the three primary categories, program faculty, institutional commitment and resources, and management of patient care delivery, 89% of participants indicated an excellent rating on a four-point scale on the questionnaire. The proposed education, once implemented, could result in social change by ultimately improving work satisfaction, improved retention, improved quality of care, and ultimately improved patient health outcomes.
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Batch-Wilson, Wendy L. "Practice Preparedness in New Graduates: Exploring the Education-Practice Gap." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2341.
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As newly licensed registered nurses enter their first nursing role, their perceived preparation for practice may vary. This descriptive study addressed the education-practice gap that exists as nurses transition into nursing practice. The use of Benner's skill acquisition model offers a structure for connecting theory to practice. New graduate nurses responded to the Casey-Fink Graduate Nurse Experience Survey-© to identify gaps in preparedness for novice practice. A convenience sample of nurses within the first 12 months of hire (n = 35) was sent the survey link by educators from the chosen sites. Anonymity was maintained with 18 total responses and 5 respondents completing the entire 25-question survey. Responses were analyzed via descriptive statistics. New graduate nurses either strongly agreed or agreed that they were prepared for their new role and received positive support from preceptors and staff. However, nurses disagreed or strongly disagreed that they were prepared for transition from student to nurse in the areas of workload, unit integration, system, and interpersonal concerns. Thirty percent also felt uncomfortable with independent performance of some technical skills, such as emergency management and blood administration. None of the new graduate nurses felt unprepared in professional skills related to leadership, communication, and decision making, a finding which contrasts with the literature, which indicates that these are areas of difficulty for new graduates. These findings can be used to structure curriculum and educational strategies to address the perceptions of preparedness and transition-to-practice concerns discovered in this project. This project may lead to social change in its attempt to close the education-practice gap with a stronger population of new graduate nurses.
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Young, Jacquelyn Estelle. "Development of a Guide to Successful Onboarding of New Nurse Graduates." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2182.
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The literature indicates that serving as a preceptor for new nurse graduates can be challenging and stressful without proper training in this role. Many organizations appoint preceptors without providing training and support for the role, which negatively impacts both the new nurse and the preceptor. Evidence shows that a preceptor workshop can cultivate the knowledge and skills needed to train and precept new nurse graduates. Further, there is evidence that preceptorship programs ease new graduates' transition to practice, increase employee satisfaction, and improve the quality of care provided to clients. The purpose of this developmental project was to develop a preceptor workshop to prepare registered nurses to serve in the capacity of preceptors within a local agency to ease the transition for new nurse graduates into practice, increase employee satisfaction, increase retention rates, and promote higher quality of care within organizations. The preceptor workshop proposed in this project incorporates Watson's caring theory, Benner's novice-to-expert model, and Wright's domain-specific competency assessment model. These theoretical frameworks served to guide the curriculum and design of an eight-module workshop. This workshop will be shared with the partnering organization with the recommendation for implementation and evaluation within the next year. Development of an effective training program for preceptors will result in positive social change by improving outcomes for preceptors, preceptees, the organization, and the clients. Implementing this workshop will have a positive impact on the quality of care provided to clients within the organization by the affects on retention rates, satisfaction, and transition to practice.
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Simmons, Nakisa L. "Identifying environmental and individual factors that influence new nurse graduate performance." Thesis, Capella University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10239545.
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<p> Nursing leaders continue to voice concerns over new nurse graduates’ performance problems. Gaps in new nurse graduate practice and performance problems have been identified primarily using nursing theoretical models. The key objective of this research was to examine new nurse performance through the lens of a human performance model. Using Gilbert’s (1978) updated Behavior Engineering Model (Chevalier, 2003), this study examined the performance of acute pediatric new nurse graduates with 3-15 months of experience in an urban Northeast United States hospital. The New Graduate Nurse Performance Survey (The Nurse Executive Center, 2007) and the updated PRObing BEhavior (Chevalier & Hersey, 2005) questionnaire were used to assess how new nurse graduates rated their performance, work environment, and individual behavior, as well as to identify the environmental and individual factors that support and inhibit their performance. Using a mixed method design, quantitative and qualitative data were collected by means of a web-based survey. Findings revealed new nurse graduates were satisfied with their clinical performance and clinical skills and rated their work environment and individual behavior as satisfactory. Communication, receiving adequate resources, a supportive work setting, and organizational incentives supported new nurse graduates’ work environment. Inadequate feedback, in addition to challenges with preceptors and patient care technicians, inhibited new nurse graduates’ performance. Clinical training programs were found to support new nurse graduates’ performance, whereas difficulties with managing job-related stress, lack of self-care, and strained working relationships with support staff, inhibited their performance. Implications from this study are that nursing leaders and nursing educators should assess the unique needs of their new nurse graduates. This would allow healthcare organizations to design and implement tailored strategies and programs to support their novice nurses’ specialized needs. In addition, nursing leaders can tackle barriers to their new nurse graduates’ nursing practice and role transition. Further studies could explore the hardships new nurse graduates experienced with support staff during their transition by looking at the dynamics, interactions, and working relationships between novice nurses and support staff. Future studies using Gilbert’s BEM (1978), Chevalier’s updated BEM (2003), Gilbert’s PROBE model (1982, as cited in Hersey and Chevalier, 2005), and Hersey and Chevalier’s updated PROBE Model (2005), or other human performance models could be used in the nursing field to investigate different aspects of new nurse graduates’ performance, role, and workflow. Another area for future consideration is examining pediatric nurses at other stand-alone pediatric acute care hospitals and non-specialty acute care hospitals among general clinical nurses to determine what work factors present challenges for them within the work environment. </p>
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Floyd, Stephanie. "Perceptions of New Graduate, Post-Licensure Registered Nurses at the Initiation of Professional Responsibilities." Thesis, University of Central Oklahoma, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=1588914.
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<p> <i><b>Aim</b></i> – To identify any discrepancy between new graduate nurses’ perceptions of their professional roles before they begin practice and what they experience at the initiation of their duties. </p><p> <i><b>Background</b></i> – Turnover and attrition is a major issue within the nursing profession. Better understanding of new graduate perceptions will provide the opportunity to identify stressors that can be addressed to slow the rate of turnover.</p><p> <i><b>Method</b></i> – A case study research design was selected for data collection from a population of newly licensed Registered Nurses at the initiation of professional responsibilities. </p><p> <i><b>Evaluation</b></i> – Survey results were clustered thematically to look for common results among responses.</p><p> <i><b>Implications for Nursing</b></i> – Identifying discrepancies between expectations and reality can guide nursing leadership and educators to create strategies to better prepare new nurses for practice, reduce stress and anxiety, and limit the amount of turnover and attrition.</p>
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Kaddoura, Mahmoud. "New graduate nurses' perception of critical thinking development in critical care nursing training programs /." Access online resource, 2009. http://scholar.simmons.edu/bitstream/handle/10090/9655/Mahmoud%20Dissertation%207%20%20JULY.pdf?sequence=1.
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Newcomb, Nannette S. "The Experiences of New Graduate Registered Nurses' through Orientation of Their First Nursing Role." Thesis, University of Mount Olive, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10809160.
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<p> The transition experience of new graduate Registered Nurses (RNs) is described as complex, negative, and leading to dissatisfaction, and increased turnover. The first year of nursing practice is critical as new graduate RNs are seeking a supportive work environment to assist in the transition from the academic to clinical setting. During this time, many new graduate RNs leave the profession because of job stress, lack of organizational support, unreasonable workloads, uncivil work environments, and difficulty transitioning into the practice setting. This small exploratory master’s thesis study explored the experiences of new graduate RNs throughout their onboarding and orientation process at a small rural community hospital in North Carolina. The purpose of this basic qualitative study, which employed Husserl and Heidegger’s approach of phenomenology, was to explore the experiences of new graduate RNs during their onboarding and orientation process. Semi-structured interviews using open-ended questions were utilized to collect rich, contextual data until data saturation occurred. Open and axial coding of the data documented in a code/theme frequency table, facilitated the discovery of central themes within the data including: The need for a structured preceptorship; need for support and a mentoring program for up to a year; and need for additional classroom training on delegation, communication, and dealing with unprofessional behavior. Other themes were expectations placed on new RNs, patient load, and patient ratios. These findings will assist the small community hospital, and other organizations to identify factors that impact transition into the workplace and utilize these findings to improve the new graduate RN orientation experience and improve retention through a proposed New RN Residency Program that will meet the Commission on Collegiate Nursing Education (CCNE) accreditation standards.</p><p>
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Lyons, Jodie Marie. "The Benefit of Leadership Using First Choice for New Graduate Nurse Retention." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/6918.
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The United States has a nursing shortage that is projected to grow to over 500,000 by the year 2030. This is an issue for leaders because the nursing shortage affects health care organizations sustainability. The purpose of this qualitative descriptive phenomenological study was to identify and report the lived experiences of new graduate nurses (NGNs) in oncology and whether unit of first choice (UFC) effected their intention to remain after 2 years of practice. The research question considered the lived experiences of NGNs in oncology units who either had oncology as their UFC or were placed on an oncology unit even though oncology was not their UFC during their first 2 years. The framework theories that provided a lens were Herzberg's motivational hygiene, Burns' transformational leadership theory and von Bertalanffy's general systems theory. Data were collected from semistructured interviews attaining data saturation with 10 NGNs in Central Florida. Data analysis involved using hand-coding and NVivo 12 Plus. The findings revealed the negative impacts of the nursing shortage, cycle of nurse turnover in oncology, positive and negative experiences in oncology, and reducing turnover and increasing NGN retention in oncology. Application of the findings of this study by nursing leaders may improve new graduate nurse hiring practices and retention, as leaders consider the result that unit of first choice has on NGN retention. Retaining NGNs could result in a positive social impact by lowering hospital employment costs, improving community stability, making health care more affordable to the community, and reducing medical errors.
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Johnson, Joi Alesha. "Impact of the Prophecy Job Fit Predictor on New Graduate Nurse Satisfaction." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/7019.
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Research has shown that job satisfaction influences retention of nurses, and policies focused on nursing satisfaction are more beneficial for retaining new nurses than adjusting work hours and wages. The prophecy job fit predictor is a quality improvement initiative designed to identify where a nurse should be assigned based on behavior, clinical capabilities, and personality assessment. The practice-focused question for this project focused on whether satisfaction rates of recently graduated registered nurses were influenced by their unit placement. The conceptual frameworks that guided this project were the plan, do, study, and act method and Herzberg's 2-factor theory. Data were obtained from surveying a cohort of 54 graduate nurses in 3 hospital locations in 6 specialty units. Results obtained using 1-way ANOVA and a Likert scale showed that graduate nurse satisfaction rates increased when assigned to their best fit unit: prophecy job fit 58.33% with a mean score of 3.34 (Hospital A), prophecy job fit 20% with a mean score of 3.1 (Hospital B), prophecy job fit 33.33% with a mean score of 3.1 (Hospital C). The results showed that the prophecy job fit predictor during nursing orientation can guide nurses into the appropriate specialty unit and increase nursing satisfaction. The implications of these findings for positive social change in nursing practice include the benefits of using the prophecy job fit predictor when assigning graduate nurses to their hospital setting to address the nursing shortage.
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Sims, Caroline E. "New graduate nurse transition into practice : psychometric testing of Sims Factor H Assessment Scale." Thesis, Indiana University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3601305.
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<p> Factor H is a newly identified phenomenon which describes a constellation of attributes of the new graduate nurse reflecting personality traits, intellectual abilities, and clinical judgment. In a previous pilot study conducted by this researcher nurse managers and experienced Registered Nurse (RN) preceptors described characteristics demonstrated by new graduate nurses demonstrating Factor H and the new graduate nurse's ability to transition quickly and successfully into the RN role in the acute care environment. There is currently no instrument available to measure this phenomenon. The specific aim of this research was to develop and psychometrically test a scale designed to identify the presence of attributes of Factor H in the new graduate nurse. The Sims Factor H Assessment Scale (SFHAS) was developed and piloted with a sample of one hundred one new graduate nurses within three months of completing the their nursing program at one of three nursing schools in central and south central Indiana. Evidence of content validity was demonstrated through the use of the Content Validity Index conducted with a panel of four experts. Evidence of face validity was demonstrated through interviews with a group of new graduate nurses, nurse managers, and experienced RN preceptors. Principle Axis Factoring with Varimax rotation was used to demonstrate evidence of construct validity and the scale was found to have a single component which was identified as nursing personality. Evidence of criterion-related validity was demonstrated utilizing analysis of the SFHAS and the criterion scale for personality traits (NEO-FFI). Evidence of internal consistency reliability was demonstrated through analysis of inter-item correlations, Cronbach's coefficient correlations, and item-total correlations. Test re-test reliability using interclass correlation was also conducted to demonstrate stability of the scale. The SFHAS was found to be reflective of nursing personality and not general mental ability or clinical judgment. Use of the SFHAS will allow organizations to evaluate the nursing personality of the new graduate nurse for fit into the work environment. Further study is recommended to gain clarity around the attributes which support successful transition of the new graduate nurse into practice in the acute care environment, also known as Factor H.</p>
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O'Donnell, Sandra M. "The effect of acute care orientation coaching on perceived self-efficacy among new graduate nurses /." Electronic version (Miscrosoft Word), 2006. http://dl.uncw.edu/etd/2006/odonnells/sandraodonnell.doc.
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Brasler, Mary L. "Predictors of positive clinical performance evaluations of new graduate nurses participating in preceptor orientation programs." Diss., This resource online, 1991. http://scholar.lib.vt.edu/theses/available/etd-07282008-135811/.
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Weber, William C. "How new graduate nurses learn to practice in a trauma setting : a grounded theory approach." Virtual Press, 1993. http://liblink.bsu.edu/uhtbin/catkey/865948.
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This study describes how new graduate nurses learn to practice in a trauma setting. The research questions focused on how new graduate nurses learn the skills necessary to work in a trauma setting, what were the best methods of introducing new graduate nurses to performing nursing interventions in a trauma setting, and how can this learning be facilitated. The grounded theory research approach was used. The sample was drawn from a population of emergency room nurses working in a level one trauma center. The core category that emerged from the data was overcoming anxiety. Working in a trauma setting is an anxiety provoking experience. New graduate nurses used learning as a method of overcoming the anxiety faced in this setting. Learning methods included observing, discussing, practicing, and rehearsing. Preceptors, mentors, and models helped new graduates learn. Learning took place in three areas: psychomotor learning, conceptual learning, and self-learning.<br>School of Nursing
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Schaeffer, Kolby Lee. "Comparison of Burnout and Empowerment Between New Graduate and Experienced Nurses Employed in Acute Care." Thesis, North Dakota State University, 2014. https://hdl.handle.net/10365/27320.
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The nursing profession is expected to experience massive staff shortages due to experienced nurses reaching retirement and new nurses leaving the profession related to feelings of burnout. This study describes quantitative and qualitative perceptions of new graduate and experienced nurses employed in acute care. Two measurement tools, the Maslach Burnout Inventory (MBI) and the Conditions for Work Effectiveness Questionnaire (CWEQ-II), were administered using an online survey. An overall moderate level of burnout and empowerment were identified. Unit clusters differed in both burnout and empowerment subscale responses. New graduates differed in some responses regarding burnout, specifically depersonalization. Additionally, two open-ended questions provided insight about the participants' opinions regarding burnout and empowerment. Four burnout themes were identified: challenging work milieu, need for better compensation, desire for increased managerial support, and toll of professional demands. Four empowerment themes were also identified: feeling valued, positive communication, nurse retention, and wholesome relationships.
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Engstrand, Frida, and Linnéa Nilsson. "Nyutexaminerade sjuksköterskors upplevelse av att arbeta som sjuksköterska." Thesis, Högskolan i Gävle, Medicin- och vårdvetenskap, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:hig:diva-25717.
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Bakgrund: cirka 5000 sjuksköterskor examineras varje år i Sverige. En sjuksköterska har många arbetsuppgifter utöver vården runt patienten. Som person skall sjuksköterskan vara respektfull och visa medkänsla. Erfarna sjuksköterskor ansåg att nyutexaminerade sjuksköterskor saknade den kunskap som krävdes för att självständigt utöva yrket. De erfarna sjuksköterskorna kände sig ansvariga över de nyutexaminerade sjuksköterskorna och uttryckte att de bland annat på grund av detta upplevde trötthet och utmattning.Syfte: att beskriva nyutexaminerade sjuksköterskors upplevelse av att arbeta som sjuksköterska samt granska de inkluderade artiklarnas undersökningsgrupp.Metod: en litteraturstudie med en beskrivande design. De elva vetenskapliga artiklarna som inkluderades i studien var av kvantitativ, kvalitativ och mixad ansats. Artiklarna söktes fram i databasen PubMed.Huvudresultat: nyutexaminerade sjuksköterskor upplevde att en bra handledning främjade kunskapsutvecklingen men att flera faktorer påverkade självförtroendet negativt i yrkesrollen; bland annat bristen på klinisk erfarenhet. Upplevelser av hierarki och mobbning beskrevs samt att situationer som innebar att kommunicera ledde till upplevelser av stress. Att nyutexaminerade sjuksköterskor funderade på att säga upp sig från sitt arbete berodde bland annat på att de kände sig inkompetenta och att de hade svårt att slappna av på fritiden.Slutsats: nyutexaminerade sjuksköterskor upplevde de första yrkesverksamma åren som psykiskt krävande och utmattande på grund av bland annat bristen på klinisk erfarenhet och upplevelser av mobbning. En bra handledare främjade kunskapsutvecklingen och bidrog till en bättre upplevelse. Ökad förståelse för nyutexaminerade sjuksköterskors upplevelser är av nytta för både erfarna sjuksköterskor och för verksamheten så de kan förbättra arbetsmiljön för de nyutexaminerade sjuksköterskorna.<br>Background: approximately 5000 nurses are examined each year in Sweden. A nurse has many tasks in addition to the care around the patient. As a person, the nurse should be respectful and show compassion. Experienced nurses felt that newly graduated nurses lacked the knowledge required to independently exercise the profession. The experienced nurses felt responsible for the newly graduated nurses, saying that, among other things, they experienced tiredness and fatigue.Aim: to describe newly graduate nurse´s experience of working as a nurse. Furthermore, the aim of this study was to examine the sampling of the included articles.Methods: a literature study with a descriptive design. The eleven scientific articles included in the study were quantitative, qualitative and mixed approaches. The articles were searched in the PubMed database.Main results: newly graduated nurses felt that good guidance promoted the development of knowledge, but that several factors negatively affected self-confidence in the professional role; including the lack of clinical experience. Experiences of hierarchy and bullying were described as well as the communication leading to experiences of stress. The fact that newly graduated nurses thought to quit their work was due, inter alia, to the fact that they felt incompetent and had difficulty feeling free because they thought about work all the time.Conclusion: newly graduated nurses experienced the first professional years as mentally demanding and exhaustive due to the lack of clinical experience and experiences of bullying. A good supervisor fostered the development of knowledge and contributed to a better experience. Increased understanding of the experience of newly graduated nurses is beneficial for both experienced nurses and for the occupations so that they can improve the working environment of newly graduated nurses.
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Gustafsson, Victoria, and Malin Holmberg. "Nyutexaminerade sjuksköterskors upplevelser av sin första tid som yrkesverksam : En beskrivande litteraturstudie." Thesis, Högskolan i Gävle, Medicin- och vårdvetenskap, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:hig:diva-22955.
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Bakgrund: Sjuksköterskeyrket är ett mångfacetterat yrke och den första tiden som nyutexaminerad sjuksköterska är viktig. Det finns ett samband mellan en bra start i professionen och att de nyutexaminerade sjuksköterskorna stannar inom yrket. Det är av stor vikt att nyutexaminerade sjuksköterskor stannar kvar i professionen för att på så sätt bibehålla kontinuitet och erfarenhet, då detta är komponenter som leder till en ökad patientsäkerhet. Syfte: Att beskriva nyutexaminerade sjuksköterskors upplevelse av sin första tid som yrkesverksam samt beskriva de inkluderade artiklarnas undersökningsgrupp. Metod: En beskrivande litteraturstudie baserad på tolv vetenskapliga artiklar. Artiklarna hämtades från databaserna Cinahl och PubMed via högskolan i Gävle. Resultat: Resultatet i denna litteraturstudie beskriver nyutexaminerade sjuksköterskor upplevelser i övergången till yrkesverksam. För att få en tillfredställande övergång till den nya professionen är det många bitar som ska stämma överens. De komponenter som framkom tydligast var arbetsplatsintroduktion, handledning, arbetskollegor samt den nya yrkesrollen. Nyutexaminerade sjuksköterskor upplevde arbetsplatsintroduktionen som både positiv och negativ. Hur handledningen upplevdes berodde till stor del på handledarens yrkeserfarenhet. Handledningen upplevdes betydande för kompetensutvecklingen. Om den nyutexaminerade sjuksköterskan integrerades och accepterades på ett bra sätt av nya kollegor så ökade det professionella självförtroendet. De nyutexaminerade sjuksköterskorna upplevde svårigheter att hantera den nya yrkesrollen på grund av avsaknad av kunskap och klinisk erfarenhet. Det totala antalet deltagare i studien var 396 stycken och fyra världsdelar finns representerade såsom Europa, Asien, Oceanien och Nordamerika. Slutsats: Vikten av en bra arbetsplatsintroduktion och första tid i yrket kan inte nog poängteras. Nyutexaminerade sjuksköterskor beskrev att det var av största vikt att de fick det stöd de behövde samt tilläts vara noviser i sin nya yrkesprofession, detta för att få en trygg och stabil grund att stå på. Stödet till de nyutexaminerade sjuksköterskorna borde ingå som en självklar del inom vården.<br>Background: The nursing profession is a multi-faceted profession in which the first time as a newly qualified nurse is important. There is a correlation between a good start in the profession and that newly graduated nurses stay in the profession. It is very important that graduated nurses remain in the profession to maintain continuity and experience, as this components leading to increased patient safety. Aim: To describe newly graduated nurses first experience as a registered nurse and to describe the included articles study-group. Method: A descriptive literature review based on twelve scientific articles. The articles were retrieved from databases CINAHL and PubMed through the University of Gävle. Results: The results of this study described the experiences of newly graduated nurses in their transition to professional. To obtain a satisfactory transition to the new profession, many details must be considered. Topics that emerged most clearly were the workplace induction, supervision, colleagues and the new professional role. Newly graduated nurses experienced workplace introduction as both positive and negative. How the supervision was experienced depended on the supervisor's professional experience and that the experience was described as significant for the development of skills. If the newly graduated nurses were integrated and accepted in a good way of new colleagues, the professional confidence increased. The newly qualified nurses experienced difficulties in dealing with their new professional role because of lack of knowledge and clinical experience. The total number of participants in the study were 396 and four continents were represented, such as Europe, Asia, Oceania and North America. Conclusion: The importance of a good workplace introduction and first time in the profession can’t be emphasized enough. Newly graduated nurses described that it was imperative that they got the support they needed and that they were permitted to be novices in their profession to have a solid foundation to stand on. Support for the newly graduated nurses should be an integrated part of healthcare.
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Correale, Victoria. "The Perceived Comfort/Confidence of New Graduate Nurses Participating in a Dedicated Education Unit over Time." Thesis, The William Paterson University of New Jersey, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10746283.
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<p> The purpose of this study was to examine new graduate nurses (NGN) perceived comfort/confidence over time using the Casey-Fink Graduate Nurse Experience Survey (2006). This information may help reduce barriers to improving their comfort/confidence level and transition to professional practice. The purposive convenience sample consisted of 53 NGNs enrolled into a Dedicated Education Unit (DEU) in a large academic medical center from May 2015 through June 2016 with the last data collection in June 2017. </p><p> Data analysis revealed the perceived confidence level was the lowest at the start of employment and highest when leaving the DEU. The confidence level declined at the six-month data point and trended upward at twelve months. The NGN’s confidence at the 12 month data point remained somewhat lower than at the three month data point when they completed the DEU. The most vulnerable time for NGNs is between six and twelve months. The findings are consistent with other studies predicting that NGNs require at least one year to become comfortable/confident in their professional role. In this study the demographics had no bearing on the comfort/confidence of the participants.</p><p>
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Mintz, Lora B. "Substance Abuse Education for Newly Licensed Registered Nurses." Mount St. Joseph University Dept. of Nursing / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=msjdn1588325931844645.
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Neethling, Verena Lucia. "Factors that influence the retention of new nurse graduates currently employed within the public sector." Thesis, Stellenbosch : Stellenbosch University, 2013. http://hdl.handle.net/10019.1/80146.
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Thesis (MCurr)--Stellenbosch University, 2013.<br>ENGLISH ABSTRACT: In view of the escalating shortage of nurses, attention is focused on the emerging workforce and efforts to retain new nurse graduates. The aim of this study was to investigate possible factors that could influence the retention of new nurse graduates currently employed within the public sector in the Cape Winelands District of the Western Cape.
The objectives of the study were to determine whether the retention of new nurse graduates is influenced by:
• the mentoring programme
• leadership in the workplace
• workload pressure and stress
• complexity of care
• staff shortages
A quantitative approach with a descriptive design was applied. The total population (N=73) consisted of all new nurse graduates who had registered with the South African Nursing Council within the last three years, and who were employed at one of the 6 provincial hospitals included in the study. Since the total population was relatively small, no specific sampling method was employed but the whole population served as the sample. A self-administered questionnaire was used for data collection. Ethical approval to conduct the study was obtained from the Health Research Ethical Committee at Stellenbosch University. Permission to conduct the study at the specific hospitals was obtained from the provincial government of the Western Cape. Informed consent was obtained from all the respondents. A pilot test was completed, prior to the initiation of the main study, during which the questionnaire was issued to n=7 respondents who were not part of the total population utilized in the actual study.
Data was presented in the form of tables, histograms and frequencies. The results revealed diminished implementation of mentoring and orientation programmes for new graduates. Most respondents, however, indicated that they had received appropriate day to day guidance in the workplace. Unit managers had provided guidance relating to the development of leadership, problem-solving and conflict management skills. The new graduate nurses had not been sufficiently exposed to managerial duties such as supervising the budget and scheduling of off-duties. Most respondents reported that they had experienced work-related stress due to work overload associated with shortage of staff. Furthermore, respondents reported that they would be likely to resign due to issues that relate to complexities in patient care; for example, limited numbers of trained staff in specialization units, too little support and direction and the presence of low levels of motivation and burnout among staff.
Recommendations:
• Mentoring and orientation programmes for new nurse graduates should be reviewed or initiated.
• New nurse graduates should be exposed to all leadership activities.
• Staffing management issues should be reviewed to address issues such as work overload, burnout and unrealistic nurse-patient ratios.
• Managers should focus on the strengths of new nurse graduates and structure a workforce that will support the new graduate with professional duties in order to reduce complexities of care.
In conclusion, implementation of the transformational leadership approach and Herzberg’s Two-Factor Theory are proposed to ensure motivation, productivity and job satisfaction, which will ultimately improve the retention of new nurse graduates in the public sector.<br>AFRIKAANSE OPSOMMING: In die lig van die toenemende tekort aan verpleegsters, word die aandag gevestig op die ontluikende werksmag en pogings om nuutgegradueerde verpleegsters te behou. Die doel van die studie was om moontlike faktore te ondersoek wat die behoud van nuutgegradueerde verpleegsters wat tans in die diens van die openbare sektor in die Kaapse Wynland-distrik van die Wes-Kaap staan, te ondersoek.
Die doelwitte van hierdie studie was om vas te stel of die behoud van nuutgegradueerde verpleegsters beïnvloed word deur
• die mentorprogram
• leierskap binne die werksplek
• werksdruk en stres
• die kompleksiteit van pasiëntsorg
• personeeltekorte.
’n Kwantitatiewe benadering met ’n beskrywende ontwerp was toegepas. Die totale teikengroep (N=73) het bestaan uit alle nuutgegradueerde verpleegsters wat by die Suid- Afrikaanse Raad van Verpleging binne die afgelope drie jaar geregistreer is en wat in diens was by een van die ses provinsiale hospitale wat in hierdie studie ingesluit is. Aangesien die totale teikengroep relatief klein is, is geen spesifieke steekproefmetode toegepas nie, maar die hele teikengroep het as steekproef gedien. ’n Selfgeadministreerde vraelys was vir data-insameling gebruik. Etiese goedkeuring om die navorsing te doen is van die Gesondheidsnavorsing se Etiese Komitee aan die Universiteit van Stellenbosch verkry. Toestemming om die studie by die spesifieke hospitale te doen, is van die Provinsiale Regering van die Wes-Kaap verkry. Ingeligte toestemming is van al die deelnemers verkry. ’n Loodsstudie is voor die aanvang van die hoofstudie voltooi waartydens die vraelys uitgereik is aan n=7 deelnemers wat nie deelgevorm het van die totale teikengroep wat in die eintlike studie gebruik is nie.
Data is aangebied in die vorm van tabelle, histogramme en frekwensies. Die resultate het verminderde implementering van mentorskap en oriënteringsprogramme vir nuutgegradueerdes getoon. Die meeste deelnemers het nietemin saamgestem dat hulle gepaste leiding daagliks binne die werksplek ontvang. Eenheidsbestuurders het leiding verskaf wat te make het met die ontwikkeling van leierskap, probleemoplossing en konflikbestuursvaardighede. Die nuutgegradueerde verpleegsters was nie genoegsaam blootgestel aan bestuurspligte soos die begroting en skedulering van afdienste/diensroosters nie. Die meeste deelnemers het rapporteer dat hulle werksverwante stres ervaar weens werksoorlading wat met personeeltekorte geassosieer word. Voorts het deelnemers rapporteer dat hulle sal bedank as gevolg van aangeleenthede wat met kompleksiteit van siekeversorging verband hou.Dit is,beperkte hoeveelhede van opgeleide personeel veral in gespesialiseerde eenhede, te min ondersteuning en leiding, asook die aanwesigheid van uitputting en lae vlakke van motivering onder personeel.
Aanbevelings:
• Mentorskap en oriënteringsprogramme vir nuutgegradueerdes moet hersien of ingestel word.
• Nuutgegradueerde verpleegsters moet blootgestel word aan alle leierskap aktiwiteite.
• Personeelbestuur kwessies moet hersien word om die faktore soos werksoorlading, ooreising en onrealistiese verpleeg-pasiënt ratio’s te adresseer.
• Bestuurders moet fokus op die sterk punte van nuutgegradueerdes en ’n werksmag struktureer wat die nuutgegradueerdes met professionele pligte sal ondersteun ten einde die kompleksiteit van siekeversorging te verminder.
Ten slotte, die transformasie leierskap benadering en Herzberg se Twee-Faktor Teorie word voorgestel om motivering, produktiwiteit en werksbevrediging wat uiteindelik die behoud van nuutgegradueerdes binne die openbare sektor sal verbeter, te verseker.
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Kjellberg, Hanna, and Martina Särman. "Att arbeta som nyutexaminerad sjuksköterska." Thesis, Högskolan i Halmstad, Sektionen för hälsa och samhälle (HOS), 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:hh:diva-25985.
Full textAbstract:
I dagens samhälle behöver allt fler personer vård. Sjuksköterskans specialitet är omvårdnad och de nyutexaminerade sjuksköterskorna förväntas ta ett stort ansvar. Syftet med litteraturstudien var att belysa nyutexaminerade sjuksköterskors upplevelser av den första tiden i yrkeslivet. Studien genomfördes som en systematisk litteraturstudie med en induktiv ansats. Resultatet baseras på åtta vetenskapliga artiklar och analysen resulterade i tre huvudkategorier: kunskap har betydelse, stressfull period och betydelsen av stöd. I resultatet framkom det att många nyutexaminerade sjuksköterskor upplever kunskapsbrist på grund av otillräcklig utbildning. Kunskapsbristen resulterade i att sjuksköterskorna upplever det svårt att utföra sina arbetsuppgifter och omvårdnaden blir lidande. Den första tiden som sjuksköterska upplevs som en känslomässig utmaning och en stressig period. En viktig faktor i början av yrket är stöd från arbetsplatsen. Den första tiden som sjuksköterska upplevs som svår, men en bra introduktion och tillgång till stöd kan underlätta övergången till sjuksköterskeyrket. För att förbereda sjuksköterskestudenterna inför yrket är mer verksamhetsförlagd utbildning önskvärt. Vidare forskning kring sjuksköterskeutbildningens utformning och introduktion för nya sjuksköterskor behövs.<br>In today's society the number of people needing care are increasing. Caring for people is the main role of the nurse and the newly examined nurses are expected to take a big responsibility. The purpose of this study was to elucidate newly graduated nurses' experiences of being new in the profession. The study was conducted as a systematic literature review with an inductive approach. The result is based on eight scientific papers presented in three categories: knowledge has importance, stressful period and the importance of support. The result showed that many newly qualified nurses are experiencing skills shortages due to insufficient training. The lack of knowledge resulted in the nurses finding it difficult to perform their duties and that care then will suffer. The beginning of the nurses' career is experienced as an emotional challenge and a stressful period. An important factor in the beginning of the profession is the support from the workplace. Nurses find this initial time difficult, but a good introduction and access to help can ease the transition to the nursing profession. More clinical training is desirable to prepare nursing students for the profession. Further research is needed in designing nursing education, and the preparation of new nurses.
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Berube, Jennifer A. "New Graduate Nurses' Perception of the Impact of Dedicated Education Units on Transition to Practice: A Descriptive Study." eScholarship@UMMS, 2021. https://escholarship.umassmed.edu/gsn_diss/63.
Full textAbstract:
PURPOSE: The purpose of this research was to identify the value of undergraduate nursing student clinical preparation within a dedicated education unit on transition to practice.
SPECIFIC AIMS: Describe perceived competence, practice readiness, self-efficacy, job satisfaction, intent-to-stay and orientation length of students who participated in a clinical experience in a dedicated education unit upon graduation, 3- and 6-months employment. Explore new graduate nurses’ perception of the impact of a dedicated education unit clinical experience on transition to practice. Examine relationships between outcome variables. Explore associations between outcome variables and demographic and employment characteristics.
FRAMEWORK: This research was guided by Albert Bandura’s Social Learning Theory.
DESIGN: This study used a descriptive, longitudinal design with quantitative measures and qualitative interviews.
RESULTS: 18 participants provided quantitative data, and five participated in an interview. Competence, practice readiness and job satisfaction were relatively high. Self-efficacy remained essentially unchanged at all three time points. Average orientation length was 13 weeks, with 41.7% reporting their orientation was shorter than planned. At 6-months employment, 91.7% planned to stay in their current position for one year. Competence and Self-efficacy were associated at 3- and 6-months. Prior healthcare work experience was associated with higher competence at 3- and 6-months. Participants valued the experience of working with a preceptor and the supportive learning environment that allowed them to develop technical and professional nursing skills.
CONCLUSION: These findings support dedicated education units as having a positive impact on new graduate nurse’s transition to practice.
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Shipman, Debra. "Lived experience of transitioning to a new graduate nurse following a prelicensure hospital-based externship experience." Diss., NSUWorks, 2014. https://nsuworks.nova.edu/hpd_con_stuetd/11.
Full textAbstract:
Forty years after Kramer's (1974) seminal work, Reality Shock, new graduate nurses continue to have difficulty transitioning to the registered nurse (RN) role. The purpose of this phenomenological study explores the lived experience of new graduate nurses who completed a Veterans Affairs externship program in their senior year of nursing coursework and its perceived impact on their successful transition into the practice role 3-24 months following graduation. Benner's (1984) Novice-to-Expert Model, Karmer's (1974) Reality Shock Theory, and Selder's (1989) Life Transition Theory support a framework for this study. Twelve telephone interviews were conducted using van Manen's (1990) method for researching the lived experience. One overarching theme "feeling confident" and three main categories, "transitioning to the RN role," "making decisions," and "interacting with professionals," were identified from the data. Externship programs assist the student to comfortably and smoothly transition as a new graduate nurse by offering additional clinical and practice experiences. Given the complexity of today's health care environment, there is a growing need to better prepare the graduate nurse for their transition into nursing practice. Externship programs can serve this purpose.
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Devey, Robin. "An Exploration of New Nursing Graduate and Experienced Nurse Mentorship Pairing Processes: A Multi-Method Approach." Thesis, Université d'Ottawa / University of Ottawa, 2020. http://hdl.handle.net/10393/41216.
Full textAbstract:
Background
Mentorship is used to ease entry to practice for new nursing graduates. However, little is known about the process of pairing with experienced nurses. The aim of this dissertation is to explore mentorship pairing processes for new nursing graduates and experienced nurses.
Methods
1. A quality improvement project was conducted using organizational data to describe the impact of the New Graduate Guarantee program at The Ottawa Hospital from 2013 to 2018 on new graduate nurses and organizational outcomes.
2. An interpretive descriptive study was conducted to develop an in-depth understanding of mentorship pairing practices specific to nursing occurring in a clinical setting that will ultimately inform future mentorship pairing practices.
3. A systematic review was conducted to determine the effect of mentorship pairing processes on the mentoring relationship and outcomes at the level of the new nursing graduate, mentor and organization.
Findings
1. From 2013 to 2017, 66 nurses were hired directly into operational vacancies and 579 new graduate nurses were paired with a mentor in the New Graduate Guarantee program. The two-year turnover rate for new graduates who participated in the New Graduate Guarantee program (21.5%, N=92/427) was lower than new graduate turnover rates reported in the literature.
2. Interviews with 13 new graduate nurses and 12 mentors revealed a lack of awareness of current nursing mentorship pairing processes. Six nurse leaders described pairing processes using third party pairing. Participants suggested preparation, socialization and self-selection are key components to consider for future practice.
3. Of 2583 citations screened, no studies evaluated the nursing mentorship pairing process. Research is required to determine effective mentorship pairing processes in nursing.
Conclusion
Although 579 nurses were hired through the New Graduate Guarantee nursing mentorship program, the 13 new graduates and 12 mentors interviewed were unaware of the process used for pairing. Furthermore, no studies have evaluated mentorship pairing processes. Ninety percent of new graduates hired participated in the New Graduate Guarantee program. Future research is required to trial pairing processes proposed by nurse leaders, new graduates and experienced nurses and to develop and validate tools to evaluate the outcomes of these pairings.
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Ortiz, Jennifer A. "New graduate nurses' experiences of what accounts for their lack of professional confidence during their first year of practice." Thesis, Capella University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3670392.
Full textAbstract:
<p> Professional confidence is an essential trait for new graduate nurses to possess in order to provide safe and effective patient care in today's complex hospital setting. However, many new graduate nurses are entering the workforce with a lack of professional confidence and it was unclear why this is so. The purpose of this basic qualitative study was to find out and understand how new graduate nurses accounted for their lack of professional confidence during their first year of practice in the hospital setting. The primary research question asked about new graduate nurses' experiences during their first year of practice related to the development of professional confidence in the hospital setting. Two sub-questions were used to address circumstances that hindered and promoted the development of professional confidence. Data collection involved two individual, semi-structured, audio recorded interviews which were transcribed verbatim. Each transcript was analyzed through a manual content analysis approach and ultimately, seven themes emerged which answered the research questions. Findings confirmed that seven themes related to a lack of professional confidence in new graduate nurses' experiences: (a) "communication is huge," (b) "making mistakes," (c) "disconnect between school and practice," (d) " independence," (e) "relationship building," (f) "positive feedback is important," and (g) "gaining experience." These findings revealed that new graduate nurses lacked professional confidence upon entry into practice which had implications for both undergraduate nursing education programs and workplace support for new graduate nurses in the hospital setting. Undergraduate nursing education programs may have a duty to improve strategies that prepare graduates for entry into professional practice. Nurse leaders in practice, specifically, nurse managers and preceptors must be mindful of the fact that new graduate nurses are entering the workforce with a lack of professional confidence and that it is in their power to promote the development of professional confidence during the first year of practice.</p>
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Knowles, Rachel. "Factors contributing to the commission of errors and omission of standard nursing practice among new nurses." Honors in the Major Thesis, University of Central Florida, 2013. http://digital.library.ucf.edu/cdm/ref/collection/ETH/id/860.
Full textAbstract:
Every year, millions of medical errors are committed, costing not only patient health and satisfaction, but thousands of lives and billions of dollars. Errors occur in many areas of the healthcare environment, including the profession of nursing. Nurses provide and delegate patient care and consequently, standard nursing responsibilities such as medication administration, charting, patient education, and basic life support protocol may be incorrect, inadequate, or omitted. Although there is much literature about errors among the general nurse population and there is indication that new nurses commit more errors than experienced nurses, not much literature asks the following question: What are the factors contributing to the commission of errors, including the omission of standard nursing care, among new nurses? Ten studies (quantitative, qualitative, and mixed-mode) were examined to identify these factors. From the 10 studies, the researcher identified the three themes of lack of experience, stressful working conditions, and interpersonal and intrapersonal factors. New nurses may not have had enough clinical time, may develop poor habits, may not turn to more experienced nurses and other professionals, may be fatigued from working too many hours with not enough staffing, may not be able to concentrate at work, and may not give or receive adequate communication. Based on these findings and discussion, suggested implications for nursing practice include extended clinical experience, skills practice, adherence to the nursing process, adherence to medications standards such as the five rights and independent double verification, shorter working hours, adequate staffing, no-interruption and no-phone zones, creating a culture of support, electronically entered orders, translation phones, read-backs, and standardized handoff reports.<br>B.S.N.<br>Bachelors<br>Nursing<br>Nursing
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Hellqvist, Mikaela, and Angelica Karlsson. "Känslor av otillräcklighet : Nyutexaminerade sjuksköterskors upplevelser av stressfaktorer i arbetet." Thesis, Högskolan i Borås, Akademin för vård, arbetsliv och välfärd, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:hb:diva-21399.
Full textAbstract:
Sjuksköterskor väljer att lämna yrket på grund av rådande arbetsvillkor. I den kliniska verkligheten är det högt arbetstempo samtidigt som krav och ansvar över patienten måste uppfyllas. Nyutexaminerade sjuksköterskor upplever en hög stressbelastning vilket ger konsekvenser på hälsan och ökar benägenhet att vilja lämna professionen. Sjuksköterskans kärnkompetens handlar om att främja patientens hälsa och lindra lidande samtidigt som den egna hälsan ska skötas så förmågan att ge en god vård inte äventyras. En komplex problematik för den enskilde individen och samhället. Syftet med studien var att undersöka upplevelser av orsaker till stress i arbetet bland nyutexaminerade sjuksköterskor. Metoden som använts är en litteraturöversikt över befintligt forskningsläge där både kvalitativa och kvantitativa studier har sammanställts. I databearbetningen framkom tre teman, Känsla av otillräcklighet, Känsla av utsatthet och utanförskap samt Individen i professionen. Resultatet visar att nyutexaminerade sjuksköterskor upplever ett flertalstressfaktorer och att det verkar vara en allmängiltig upplevelse runt om i världen i denna yrkesgrupp. Upplevelser av orsaker till stress visades i samband med rollanpassning, klinisk kompetens, hantering av palliativ vård, konflikter, brist på stöd, mobbning, arbetsbelastning samt schema. Ålder, yrkeserfarenhet och karaktärsdrag påverkade upplevelsen av arbetsrelaterad stress och det framgick att vissa grupper av nyutexaminerade sjuksköterskor har en ökad sårbarhet. Dessa kunskaper är viktiga för att utveckla strategier som kan minska stressrelaterad ohälsa i denna yrkesgrupp och föra yrket mot en mer hållbar utveckling.<br>Nurses choose to leave the profession because of prevailing working conditions. In the clinical reality, it is a high workload, while demands and responsibilities over the patient must be fulfilled. Newly graduated nurses experience high rate of stress load, which have consequences on their health and increases the tendency for wanting to leave the profession. The core competence of the nurse’s is about promoting the patient’s health and alleviating suffering while at the same time managing their own health so that the ability to provide good care is not compromised. A complex problem for the individual and society. The purpose of the study was to investigate experiences of causes of stress in the work of newly graduated nurses. The method used is a literature review of the existing research situation where both qualitative and quantitative studies have been compiled. In the data processing, three themes could be revealed, Feeling of inadequacy, Feeling of vulnerability and exclusion and The person in the profession. The result shows that newly graduated nurses experience a number of stress factors and that it seems to be a universal experience around the world in this professional group. Experiences of causes of stress were shown in connection with role adaptation, clinical competence, management of palliative care, conflicts, lack of support, bullying, workload and schedule. Such as age, professional experience and character traits affected the experience of work-related stress and it emerged that certain groups of newly graduated nurses have an increased vulnerability. These insights are important for developing strategies that can reduce stress-related ill-health in this professional group and lead the profession towards a more sustainable development.