Linda Gellerstedt1, Annelie Moquist2, Anette Roos3, Bergkvist Karin4, Åsa Gransjön Craftman5. 1. Department of Clinical Sciences, Danderyd Hospital, Karolinska Institutet and Sophiahemmet University, Stockholm, Sweden. 2. Södersjukhuset, Stockholm, Sweden. 3. Karolinska University Hospital, Huddinge, Stockholm, Sweden. 4. Department of Neurobiology, Care Sciences and Society, Karolinska Institutet and Sophiahemmet University, Stockholm, Sweden. 5. Sophiahemmet University, Stockholm, Sweden.
Abstract
AIM AND OBJECTIVES: This study aimed to describe newly graduated nurses' experiences of introduction processes and leadership within a hospital trainee programme. BACKGROUND: For many, being a newly graduated nurse is associated with stress, influenced by the challenge of the transition to independent nurse, coupled with the loss of mentorship due to nurse turnover and rapidly changing demands. METHODS: A qualitative design with an inductive approach was chosen, and four focus groups were convened. A total of nineteen nurses were included in the study. Data were analysed using qualitative content analysis. COREQ was used as EQUATOR checklist. FINDINGS: The analysis resulted in three themes: Need for an introduction when facing a complex reality, Striving to stand on my own and The importance of having an accessible and multiskilled manager. The transition is a complex, dynamic and demanding process. CONCLUSIONS: The orientation process from student to becoming an independent nurse is a challenging period. A flexible manager and a readily accessible leadership facilitate the newly graduated nurse's striving to become an independent nurse. The study demonstrates that a trainee programme and support are essential in this process. There are indications that today's newly graduated nurses have high expectations of coaching from the manager during the orientation process. RELEVANCE TO CLINICAL PRACTICE: The hospital setting and its organisation are rapidly changing in relation to the increasing number of patients and their health status. In addition, there is a need for newly graduated nurses to secure regrowth, to fill the ranks of experienced nurses leaving the field. Newly graduated nurses increasingly perceive a gap between their training and clinical realities, thus necessitating changes in tutoring and their introduction to the work.
AIM AND OBJECTIVES: This study aimed to describe newly graduated nurses' experiences of introduction processes and leadership within a hospital trainee programme. BACKGROUND: For many, being a newly graduated nurse is associated with stress, influenced by the challenge of the transition to independent nurse, coupled with the loss of mentorship due to nurse turnover and rapidly changing demands. METHODS: A qualitative design with an inductive approach was chosen, and four focus groups were convened. A total of nineteen nurses were included in the study. Data were analysed using qualitative content analysis. COREQ was used as EQUATOR checklist. FINDINGS: The analysis resulted in three themes: Need for an introduction when facing a complex reality, Striving to stand on my own and The importance of having an accessible and multiskilled manager. The transition is a complex, dynamic and demanding process. CONCLUSIONS: The orientation process from student to becoming an independent nurse is a challenging period. A flexible manager and a readily accessible leadership facilitate the newly graduated nurse's striving to become an independent nurse. The study demonstrates that a trainee programme and support are essential in this process. There are indications that today's newly graduated nurses have high expectations of coaching from the manager during the orientation process. RELEVANCE TO CLINICAL PRACTICE: The hospital setting and its organisation are rapidly changing in relation to the increasing number of patients and their health status. In addition, there is a need for newly graduated nurses to secure regrowth, to fill the ranks of experienced nurses leaving the field. Newly graduated nurses increasingly perceive a gap between their training and clinical realities, thus necessitating changes in tutoring and their introduction to the work.
Authors: Christina Aggar; Christina Samios; Olivia Penman; Nicola Whiteing; Deb Massey; Rae Rafferty; Karen Bowen; Alexandre Stephens Journal: Int J Ment Health Nurs Date: 2021-10-11 Impact factor: 5.100