Sandra Regan1, Carol Wong1, Heather K Laschinger1, Greta Cummings2, Michael Leiter3, Maura MacPhee4, Ann Rhéaume5, Judith A Ritchie6, Angela C Wolff7, Lianne Jeffs8, Carol Young-Ritchie9, Doris Grinspun10, Mary Ellen Gurnham11, Barbara Foster12, Sherri Huckstep13, Maurio Ruffolo14, Judith Shamian15, Vanessa Burkoski16, Kevin Wood1, Emily Read17. 1. Arthur Labatt Family School of Nursing, The University of Western Ontario, London, ON, Canada. 2. Faculty of Nursing, The University of Alberta, Edmonton, AB, Canada. 3. School of Psychology, Deakin University, Burwood, Vic., Australia. 4. School of Nursing, University of British Columbia, Vancouver, BC, Canada. 5. School of Nursing, Faculty of Health Sciences and Community Services, Universite de Moncton, Moncton, NB, Canada. 6. McGill University Health Centre, McGill University, Montreal, QC, Canada. 7. Clinical Professional Development, Fraser Health, Professional Practice and Integration, Surrey, BC, Canada. 8. Nursing Administration, St. Michael's Hospital, Toronto, ON, Canada. 9. Patient Centered Care, London Health Sciences Centre, London, ON, Canada. 10. Registered Nurses' Association of Ontario, Toronto, ON, Canada. 11. Nova Scotia Health Authority, Halifax, Eastern Shore and West Hants, Halifax, NS, Canada. 12. Office of Nursing Policy, Health Policy Branch, Health Canada, Ottawa, ON, Canada. 13. Planning, Integration, Evaluation and Community Engagement, North Simcoe Muskoka Local Health Integration Network, Orillia, ON, Canada. 14. Providence Care, Kingston, ON, Canada. 15. International Council of Nurses, Geneva, Switzerland. 16. Humber River Hospital, Toronto, ON, Canada. 17. Faculty of Nursing, University of New Brunswick, Fredericton, NB, Canada.
Abstract
AIM: To describe new graduate nurses' transition experiences in Canadian healthcare settings by exploring the perspectives of new graduate nurses and nurse leaders in unit level roles. BACKGROUND: Supporting successful transition to practice is key to retaining new graduate nurses in the workforce and meeting future demand for healthcare services. METHOD: A descriptive qualitative study using inductive content analysis of focus group and interview data from 42 new graduate nurses and 28 nurse leaders from seven Canadian provinces. RESULTS: New graduate nurses and nurse leaders identified similar factors that facilitate the transition to practice including formal orientation programmes, unit cultures that encourage constructive feedback and supportive mentors. Impediments including unanticipated changes to orientation length, inadequate staffing, uncivil unit cultures and heavy workloads. CONCLUSIONS: The results show that new graduate nurses need access to transition support and resources and that nurse leaders often face organisational constraints in being able to support new graduate nurses. IMPLICATIONS FOR NURSING MANAGEMENT: Organisations should ensure that nurse leaders have the resources they need to support the positive transition of new graduate nurses including adequate staffing and realistic workloads for both experienced and new nurses. Nurse leaders should work to create unit cultures that foster learning by encouraging new graduate nurses to ask questions and seek feedback without fear of criticism or incivility.
AIM: To describe new graduate nurses' transition experiences in Canadian healthcare settings by exploring the perspectives of new graduate nurses and nurse leaders in unit level roles. BACKGROUND: Supporting successful transition to practice is key to retaining new graduate nurses in the workforce and meeting future demand for healthcare services. METHOD: A descriptive qualitative study using inductive content analysis of focus group and interview data from 42 new graduate nurses and 28 nurse leaders from seven Canadian provinces. RESULTS: New graduate nurses and nurse leaders identified similar factors that facilitate the transition to practice including formal orientation programmes, unit cultures that encourage constructive feedback and supportive mentors. Impediments including unanticipated changes to orientation length, inadequate staffing, uncivil unit cultures and heavy workloads. CONCLUSIONS: The results show that new graduate nurses need access to transition support and resources and that nurse leaders often face organisational constraints in being able to support new graduate nurses. IMPLICATIONS FOR NURSING MANAGEMENT: Organisations should ensure that nurse leaders have the resources they need to support the positive transition of new graduate nurses including adequate staffing and realistic workloads for both experienced and new nurses. Nurse leaders should work to create unit cultures that foster learning by encouraging new graduate nurses to ask questions and seek feedback without fear of criticism or incivility.