Essay S 2007 2008

The literature evidences that newly qualified nurses who feel pressured to follow the practices of other staff can become desensitised to the use of poor practice through rationalising the need for such practice as a result of environmental pressures, such as time or staffing issues, which can lead to the nurse also adopting them (Mackintosh, 2006). (2006) Caring: the socialisation of pre-registration student nurses: a longitudinal qualitative descriptive study. Mackintosh (2006) highlights how this can lead to newly qualified nurses re-negotiating new nursing roles where personal values are re-assessed to enable adoption of similar practices, which serves to further reinforce the use of poor care within NHS settings. International Journal of Nursing Studies, 43 (8), pp. In summary, this essay demonstrates that to ensure student nurses adapt and make effective transitions to the role of newly qualified nurse, vital support is needed to offer appropriate supportive working environments, which can help nurses to re-negotiate the theory-practice gap. International Journal of Evidence-Based Healthcare,9(3), 286. Fenwick J, Hammond A, Raymond J, Smith R, Gray J, Foureur M, Homer C, Symon, C.

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It is estimated that approximately 60% of the nursing workforce consists of newly qualified nurses: consequently there is much literature that examines the transitions that individuals experience as they progress from the student nurse to the newly qualified nurse (Whitehead, 2001; 2011).

The recruitment and retention of nurses globally is a major issue, and hence healthcare systems need to address how best to ensure smooth transition into the professional nurse role to ensure newly qualified nurses successfully adjust into their new roles (Duchscher, 2008).

Whilst studies highlight the difficulties that nurses experience in adjusting to the newly qualified nurse role (Whitehead, 2001; 2011), Edwards et al.(2011) reveal that appropriate support can minimise student nurses’ anxiety and help to build confidence through enhancing greater understanding of their role and staff demonstrating acceptance within nursing teams. (2011) identify that staffing issues, staff attitudes and time constraints often lead to such nurses being unsupported, and can foster inequalities across NHS settings in the level of support provided.

Scully (2011) emphasises that in order to provide appropriate support to newly qualified nurses, the political, social, and cultural barriers inherent in such a context must be addressed to help such nurses to overcome the theory-practice gap. (2012) recommend, staff support needs to support a re-negotiation of newly qualified nurses’ expectations – resulting from theoretical training – to offer contexts in which discussions can be promoted that can address unrealistic expectations of the newly qualified nurse’s role so that what Kramer (1974) terms as reality shock is prevented. (2009) Preparingnursesfor practice: a phenomenological study of the new graduate in Australia.

Key Do H (2008) recommendations were placed on establishing more effective nursing training to ensure newly qualified nurses were better prepared for the realities of nursing practice, and providing avenues for appropriate continued professional development.

However, studies still highlight that in reality, newly qualified nurses’ experiences are not aligned with these recommendations and nurses are still experiencing great challenges and difficulties in adjusting to the newly qualified nurse role (Mooney, 2007; Nash et al. The aim of this essay therefore is to examine the challenges that newly qualified nurses’ experience as they make their transitions into professional nursing practice, and to explore particular evidence based strategies to facilitate effective adjustment to their new role.

The provision of preceptors and supervisors is essential to enable newly qualified nurses to have access to contexts in which personal and professional values can also be discussed so that they are able to not simply assimilate dominant practices inherent in the NHS setting but to also question them. A Process of Becoming: The Stages of New Nursing Graduate Professional Role Transition.

Such strategies can thus offer newly qualified nurses context in which to reflect upon such practice experiences so that they can make sense of their new roles and re-negotiate new identities.

Theory-practice gaps, if strategies are not developed, can lead to segregation across newly qualified nurses and experienced staff, as when high expectations are placed upon newly qualified staff, they are unable to re-negotiate their new roles as they have no understanding of how their role can be limited by the particular socio-political and organisational constraints that can impede their practice (Maben et al. Consequently the actual NHS environment and organisational culture in which newly qualified nurses find themselves can elicit a major impact upon how such nurses manage their transitions and forge a new self-identity and come to make sense of the role of the newly qualified nurse (Mooney, 2007; Whitehead, 2001).

A key strategy promoted by the Nursing and Midwifery Council (NMC) (2006) is the employment of preceptors and supervisors to facilitate newly qualified nurses’ adjustment to their new practice settings (NMC 2006).


Comments Essay S 2007 2008

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