Format of Presentation

15-minute lecture to be presented the Saturday of the conference

Abstract

The transition to professional practice for newly graduated nurses (NGN) finds them struggling to balance the ‘ideals’ taught in their undergraduate education with the ‘realities’ of the contemporary workplace. Failure to successfully navigate this struggle is playing out in alarming statistics related to NGN attrition, with 33-61% NGNs changing their place of employment or leaving the nursing profession within the first two years, 45.5% expressing uncertainty about their decision to remain in practice, and 25% claiming they would actively discourage someone from going into nursing. The intent of this study was to explore how NGNs experience the cultures of education and the workplace and how the relationship between NGNs and senior nursing staff influences the experience of transition. Duchscher’s Professional Role Transition Risk Assessment Instrument was used to determine correlations between mentoring support and the NGNs experience of transition shock. Preliminary findings indicate that a mentor’s knowledge of the transition experience is imperative to the provision of adequate support. Further to this, the process of guiding the NGN through the transition experience is significantly facilitated when meetings are structured and framed by the Stages of Transition theory variables. Further findings indicate a potential shift in the approaches of NGNs to work, with casualization offering them control over the pace and intensity of their transition. It would appear that previous experience on the ward to which the NGN is hired positively influences their experience and night and day shifts need to be intentionally balanced to provide both stability and growth.

Department

Nursing

Faculty Advisor

Judy Duchscher

Share

COinS
 

Bicultural Immersion as a Strategy to Promote A Healthy Professional Role Transition for New Graduate Registered Nurses

The transition to professional practice for newly graduated nurses (NGN) finds them struggling to balance the ‘ideals’ taught in their undergraduate education with the ‘realities’ of the contemporary workplace. Failure to successfully navigate this struggle is playing out in alarming statistics related to NGN attrition, with 33-61% NGNs changing their place of employment or leaving the nursing profession within the first two years, 45.5% expressing uncertainty about their decision to remain in practice, and 25% claiming they would actively discourage someone from going into nursing. The intent of this study was to explore how NGNs experience the cultures of education and the workplace and how the relationship between NGNs and senior nursing staff influences the experience of transition. Duchscher’s Professional Role Transition Risk Assessment Instrument was used to determine correlations between mentoring support and the NGNs experience of transition shock. Preliminary findings indicate that a mentor’s knowledge of the transition experience is imperative to the provision of adequate support. Further to this, the process of guiding the NGN through the transition experience is significantly facilitated when meetings are structured and framed by the Stages of Transition theory variables. Further findings indicate a potential shift in the approaches of NGNs to work, with casualization offering them control over the pace and intensity of their transition. It would appear that previous experience on the ward to which the NGN is hired positively influences their experience and night and day shifts need to be intentionally balanced to provide both stability and growth.

 

To view the content in your browser, please download Adobe Reader or, alternately,
you may Download the file to your hard drive.

NOTE: The latest versions of Adobe Reader do not support viewing PDF files within Firefox on Mac OS and if you are using a modern (Intel) Mac, there is no official plugin for viewing PDF files within the browser window.