The Healthcare Industry Has A Key Challenge

Everyday nurses are learning something new. There is constant change as nurses face new challenges and advance their career. There are two models of transition that consider these challenges associated with change (Blais & Hayes, 2016). Bridges model of transition consists of three phases and he believes we go through all three as we experience change (Blais & Hayes, 2016). The first stage is the ending phase, which involves letting go of the past and discontinuing a connection (Blais & Hayes, 2016). When I got accepted into the nursing school I transitioned from a regular college student to a nursing student, which meant strictly focusing on passing nursing school. Once I pass the national state exam, I transition to a Registered Nurse. Then I transitioned from my employment setting as a waitress to a medical surgical telemetry nurse in a hospital setting. Within the ending phase, Bridges also describes four components: the second phase is the ending phase. It has four sections: disengagement, disidentification, disenchantment, disorientation. I fall under disenchantment, I currently work night shift and I have never been a night person. When I first started working night shift I was disoriented to time and constantly felt tired when I was out of work. I have now adapted to the schedule and can balance working nights and not being tired during the days when I am off. The second stage is the neutral zone, which consist of accepting your new role, however, the

It is very important for graduate nurses to fit in to a hospital as this gives them a chance to practice safely and effectively. For a New Graduate Nurse (NGN), fitting-in is about establishing secure and meaningful social bonds with ward staff (Rush, Adamack, Gordon, and Janke, 2014, p. 222). Fitting in, or the wish to fit in with ward staff is one of central piont of NGN transition experiences; it gives the NGN a feeling that they are a part of a social group with common goals, common experiences and a shared culture (Tingleff and Gildberg, 2014, p. 537). Success for the New Graduate Nurse would depend on how fast they establish friendly relationships and a sense of belonging. Hospitals understand the importance of NGN getting used to the

McKenna, L., & Newton, J. M. (2009). After the graduate year: a phenomenological exploration of how new nurses develop their knowledge and skill over the first 18 months following graduation. Australian Journal of Advanced Nursing, 25. Retrieved from http://web.a.ebscohost.com.proxymu.wrlc.org/ehost/pdfviewer/pdfviewer?sid=57a243af-c0d3-4f81-addf-041456493db3%40sessionmgr4005&vid=1&hid=4206

There are over 125,000 nurse practitioners (NP) in the United States; each year, over 7000 nurse practitioners graduate to seek employment opportunities (Szanton, Mihaly, Alhusen, & Becker, 2010). Seeking employment for many of these NP graduates entails role transition from nursing to NP, and the transition phase is considered the most stressful time and anxiety provoking for the new NP (MacLellan, Levett-Jones, & Higgins, 2015). The purpose of this paper is to discuss the common issues that the newly graduate NP’s encounter and the resilience it requires to overcome those issues in order to become a successful practitioner in the NP world.

The new graduate nurses (NGN) are faced with various issues and challenges especially in their first year of nursing practice. The period of transition from a student to a graduate nurse is a demanding period that is filled with new experiences and there are several concerns and factors that can affect the transition process. The research into the issues has recommended some strategies that can be utilised to ease the transition process from being a student to a professional practicing nurse. Exhaustion, reality shock and time management are some of the factors and issues that the new graduate might encounter during their first year in their career.

The beginning of a new graduate nurses career rarely begins easily, there seems to be a distinct disconnect between the fantasy of what it means to be a nurse and the reality of bedside nursing. Nursing school seems to feed into this disconnection, in that it does not prepare the new graduate registered nurse (NGRN) for their professional practice. What nursing school does is give the NGRN the basics, a peak into what is to come. The NGRN has to find out for themselves what the true meaning of being a nurse is and if it fits their preconceived ideas.

A number of emotions were felt during this experience, in regards to transitioning from a student nurse to the registered nurse role. Primarily, the transition in role from student nurse to registered nurse was similar to any clinical experience I have had at Midlands Technical College. I was placed in a medical-surgical rotation. I felt slighted that not only were we required to complete a data tool but we also participated in the teamwork model demonstrated in prior semesters. Personally, I did not feel a transition during this particular clinical experience.

Transitioning from nursing school to working in a hospital setting can be a challenging time for a new graduate. Due to the nursing shortage, new graduate nurses are being hired with little to no experience. This is overwhelming for new nurses, especially when they are not getting adequate support or training from the hospital. The amount of stress, pressure, and lack of training is leading to a high turnover rate for new graduate nurses. With patient acuity on the rise, new graduate nurses that are filling these vacancies in the hospitals, need to be competent nurses to provide proper and safe care to the patients.

Graduate nurses struggling to fit in confess to being overwhelmed with heavy workloads and inability to facilitate patient safety. Nurses who have fitted in to their work environment are reported to be more satisfied with their jobs and this job satisfaction creates an opportunity for nurses to advance professionally. To fit in, a new nurse should stay positive and open minded (Malouf & West, 2011, p. 490). The new nurse should also be open to learning. The nurse should regularly consult the experienced nurses whenever problems with protocol or the manner of conducting some activities arise. The nurse should maintain a friendly attitude and should be eager to learn. The friendlier the nurse is the easier and faster the nurse fits in. If the nurse never fits in, the nursing duties would not be carried out normally; the nurse would be easily depressed, would be unmotivated and would deliver low quality service (McCoy, MA, Levett-Jones, T & Pitt, V 2013, p. 20). A nurse who has not fitted in is disastrous both to himself or herself and to the patients he or she

The transition from expert registered nurse to novice nurse practitioner includes inherent challenges in adjusting from one practice role to the next (Barnes, 2015). There are both internal and external factors that combine to create this difficulty in role transition. External factors that define the role of nurse practitioner contribute to this challenge by creating role stress. Internal conflicts regarding new roles create role strain (Dreher and Smith, 2017). These two sets of factors taken together have a profound effect on successful role transition.

Nursing can be a demanding career, but the benefits far much outweigh the challenges. Most importantly, it’s the rewards it offers by allowing an opportunity to make a difference in another person’s life through the provision of care when they need it. Just as Patricia Benner theorized in her book “Novice to Expert,” nursing encompasses both educational knowledge and extensive clinical experience acquired throughout one’s career. This far, I continue to acquire knowledge and clinical knowhow which will promote proper and efficient care to patients. Since I began practicing one year ago in a long-term healthcare facility, I have interacted with patients, families, physicians and other members of the healthcare team to coordinate patient’s care which has enabled me to gain confidence in myself. While I cannot deny that it was difficult to transition from a student to a licensed nurse, I learnt to overcome these challenges and focus on my strengths. Practicing as an LPN has provided a platform to learn and gain experience even though the duties and responsibilities are limited by the scope of practice.

Upon reflection of this assignment, I must refer to my personal journey as an RN to BSN student. Currently, there is an influx of nurses returning to school at the same time and none of us have graduated yet. During my journey as an RN to BSN I have learned that changes are not as easy to implement. In addition I have grown to appreciate that I can no longer make a statement, or ask why a change is being implemented. Furthermore I have developed a sense of appreciation to learning new policies and procedures. I have become more flexible. Prior to my RN to BSN program I had no desire to be apart of any nursing committees. Over time I have developed a sense of awareness as to time management and ways to decrease feelings of burnout.

The concept of transition involves the process of change that a person experiences when moving from one stage of life to another. The Experiencing Transition Theory (ETT) developed by Meleis, Sawyer, Im et al. (2000) may provide a reasonable framework for practice in Nursing Administration. A review of literature was conducted to identify the source of this theory as well as examples of how others have used this theory in their research and practice. Additionally five other concepts were identified that relate to this theory that help build this framework of practice. These concepts will be defined and their relationship to the theory and each other will be explained.

The transition from student status to qualified practitioner can be a daunting and traumatic time for the majority of individuals. Feelings of inadequacy and the inability to cope with this change can prove extremely stressful for the newly registered nurse and place new, ill-prepared for demands on them. Kramer (1974) describes this as 'Reality Shock'. It could even result in a change of career for some people. Allanach and Jennings (1990) stated that 'by easing the transition into the professional practice role, preceptorships may be useful in mitigating negative affective states which, in turn may effectively reduce the premature exit of new nurses from the profession'. There could also be a damaging

When most experienced registered nurses hear the word shock, they begin to use their critical thinking skills to determine the patient’s immediate need. However, new graduate nurses in the career field are faced with a different type of shock; they are faced with transitional shock. Transitional shock is a theory created by Judy Duchscher. Her theory is based on reality shock which is a term coined by Marlene Kramer. Reality shock is when new nurses recognize clinical practice and the classroom setting are two different worlds (Hentz and Gilmore, 2011, p.134). When new graduates transition to a registered nurse position, it does not happen with ease. Over the years, there has been a rise in concern with this transition. As new graduates move in the career field, they may feel anxious and uncertain about their new responsibilities. Unfortunately, when there is a high demand of nurses, new graduate nurses are expected to begin a new job at full speed, but they are not able to handle the fast pace position they are placed in. When new graduates are expected to accomplish task they are unprepared for, it sets them up for transitional shock. To minimize transition shock for new graduates, finding a mentor, preceptor, seeking an internship or residency program may help ease the transition.