Transition experiences of newly qualified registered graduate nurses employed in a Neonatal Intensive Care Unit

ObjectiveTo explore the experiences of newly qualified registered graduate nurses’ clinical and professional learning experiences, during their first six-months of post registration employment within a graduate nurse transition program in a Neonatal Intensive Care Unit (NICU).MethodNarrative inquiry with thematic analysis was used to explore the newly qualified registered graduate nurses’ accounts via semi-structured interviews, conducted between January 2018 – January 2019, of their clinical and professional learning during their employment in the Neonatal Intensive Care Unit.SettingIn total, eight newly qualified registered graduate nurses employed at two Western Australian Hospitals sites were recruited.FindingsThemes identified included: feeling unprepared; experiences of horizontal violence; the need for a supportive structural environment and seeking feedback. Participants reported overwhelming feelings of stress, emotional exhaustion, concerns for patient safety and for some, fear of early career burnout.ConclusionIn this study, newly qualified registered graduate nurses were clinically underprepared for entering a Neonatal Intensive Care Unit with all participants reporting high levels of psychosocial distress. This was further compounded by a lack of structured support, horizontal violence, and inadequate or no regular feedback from preceptors, resulting from a negative workplace culture and poor educator behaviours. Recommendations for improving the experiences of newly qualified registered graduate nurses employed in the Neonatal Intensive Care are discussed.     

Expectations of newly qualified nurses

AIM: This study offers an overview of the concerns and expectations of newly qualified staff at the beginning of their careers. METHOD: A focus group was used to question nine newly qualified nurses about concerns and expectations in relation to their new role. The information obtained from the focus group was transcribed. RESULTS: The themes highlighted were role acquisition, separation from student status, transition to staff nurse status and integration into the profession. Discussion in the focus group led to the recommendation of guidelines to help support the role. CONCLUSION: Action is recommended to promote retention of this particular staff group.     

新护士岗前规范化培训真实体验的质性研究

目的深入了解新护士对岗前规范化培训的真实体验,为新护士的培训与管理提供依据。方法采用目的抽样和深入访谈法,对14名新护士进行访谈,应用Claizzi现象学分析法进行资料分析。结果新护士对岗前规范化培训的真实体验提炼出5个主题,即心理应激多,压力大;利他主义观念增强;职业价值观增强;丰富的理论授课内容有利于增强专业知识;危重症临床实训有利于提高实践技能。结论护理管理者与教育者应进一步完善岗前规范化培训,提高新护士综合素质,提升临床护理质量。     

The experience of transition from nursing students to newly graduated registered nurses in Singapore

ObjectivesTo investigate the experience of newly graduated registered nurses (NGRNs) in Singapore following their initial 6–12 months of transition from nursing student to registered nurse.MethodsThis mixed-methods study consisted of two phases. In the first phase, data were collected via the administration of the online survey to 30 NGRNs. The questionnaire contained 42 items of the four-point Likert scale survey. In the second phase, a focus group interview was conducted with 5 NGRNs to gather complementary information regarding the major findings from the first phase.ResultsThe survey revealed despite most NGRNs (80%) in this study expressed overall satisfied with their transition, the item score was (2.97±0.61) out of 4, the majority (83.3%) also perceived their transition to professional practice being stressful, the item score was (3.07±0.74) out of 4.Three themes emerged from the interview, ‘personal transition experience’, ‘professional transition experience’, and ‘organizational transition experience’, which are entwined to construct overall NGRNs’ transition experiences.ConclusionsThis study reaffirms the theory-practice gap phenomenon. This signifies the need for closer collaboration between educational, healthcare industry and regulatory stakeholders to examine and address factors that influence their transition experience to better support them for workforce readiness.     

Understanding schizophrenia: a guide for newly qualified nurses

Schizophrenia is a complex and severe mental illness affecting 1% of the UK's population. For those affected, interaction with a mental health educated community nurse may prove invaluable in terms of increasing the chance of an early diagnosis and preventing future relapse. NICE guidelines issued in 2002 support this theory, giving recommendations such as getting help early for those suffering and making sure that the community mental health teams work in partnership with patients and carers. The guidelines also advocate the use of atypical antipsychotics for the treatment of schizophrenia, which are available as both oral medication and long-acting injectable preparations. The use of psychosocial interventions has developed alongside medication: discussion of symptoms with a community nurse can be beneficial in identifying early signs of relapse. This information can then be fed back to the wider community mental health team. Considering that 25-40% of long-term mentally ill people refuse specialist care, combined care between mental health specialists and community nurses ensures that individuals are seen more regularly, enhancing the quality of care that they receive. Treating this condition within the community for a group of nurses with little or no experience poses professional challenges. This article is intended to inform and explain in more detail how treatment can be delivered by a broader group of individuals.     

Challenges facing newly qualified community nurses: a qualitative study

This article describes a qualitative study that set out first to explore the challenges facing recently qualified nurses working in community and intermediate healthcare settings, and their perceptions of role and professional identity, and then to propose effective support structures. Data were gathered using individual interviews which were recorded, transcribed and analysed through categorization using four key themes: transition work; new learning; support and supervision; professional identity and integration. It was concluded that transition can be challenging and stressful but, despite the level of independent working in the community, participants can be helped to develop resilience by a supportive environment in which their developmental needs are identified and met. Recommendations are made concerning the need for a more structured and planned approach to induction and preceptorship.     

Supervising nursing students administering medication: a perspective from registered nurses

Aims. To explore the attitudes, experiences and opinions of registered nurses regarding supervision of undergraduate nursing students while administering medication in the healthcare setting. Background. Medication errors present a considerable risk to safety in the healthcare setting. By virtue of their role in the administration of medication, registered nurses are considered as major contributors to this problem. Undergraduate nursing students administer medication in the clinical setting, but little attention has been paid to the implications for patient safety. Design. This research was conducted using exploratory qualitative methodology. Methods. Focus group interviews were conducted with 13 registered nurses. The participants were asked to describe their experiences and opinions regarding the supervision of undergraduate nursing students. Data were analysed using the framework approach. Results. Three main themes from this work are presented in this paper: ‘standard of supervision’, ‘a beneficial experience’ and ‘preparation’. Conclusions. The participants regarded supervision as an important process in fostering student learning and ensuring safety. Preparation on the part of the healthcare facility, students and the university were essential to maximise the benefits for all concerned. Relevance to clinical practice. The ability to administer medication safely is an important skill for all registered nurses. Nursing students need the opportunity to develop these skills as part of their undergraduate educational programme. Registered nurses must supervise students in a rigorous and supportive manner to enhance learning and to promote quality care.     

A rotational programme for newly qualified surgical nurses

It is important to support the learning needs of newly qualified nurses to ensure their skills, knowledge and experience are developed rapidly for a demanding clinical environment. This article evaluates an 18-month surgical rotation programme to maximise experience and enhance recruitment and retention of surgical nurses.