The Challenges of Transition to Practice Expressed Through the Lived Experience of New-to-Practice Nurses
Background: The nurse’s transition into practice is challenging. The need to facilitate a safe transition into practice and retain nurses is crucial in today’s healthcare. Objective and Design: The qualitative study aim was to describe the lived experiences of new nurses’ safe transition into practi...
| Main Authors: | , , , |
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| Format: | Article |
| Language: | English |
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Patient Safety Authority
2022-12-01
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| Series: | Patient Safety |
| Online Access: | https://doi.org/10.33940/culture/2022.12.1 |
| _version_ | 1797234392302616576 |
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| author | Rebecca Toothaker Marijo A. Rommelfaenger Randi Sue Flexner Lora K. Hromadik |
| author_facet | Rebecca Toothaker Marijo A. Rommelfaenger Randi Sue Flexner Lora K. Hromadik |
| author_sort | Rebecca Toothaker |
| collection | DOAJ |
| description | Background: The nurse’s transition into practice is challenging. The need to facilitate a safe transition into practice and retain nurses is crucial in today’s healthcare.
Objective and Design: The qualitative study aim was to describe the lived experiences of new nurses’ safe transition into practice and their perceptions of functioning as safe practitioners.
Method: This descriptive, phenomenological arm of a larger, mixed methods study (Safety Transition Education to Practice study) interviewed 11 nurses with varied clinical backgrounds regarding their first six months as licensed nurses. Semistructured, one-to-one interviews with nurses representing geographical locations across the nation were conducted. Colaizzi’s method of analysis was used to extract themes.
Results: The data revealed five themes with subthemes. The most universal theme was lack of practical knowledge (skills dexterity, real-world knowledge), followed by impostor syndrome, safety culture (unsafe environment, lack of supplies, lack of mentoring/management), internalized fear, and seeking the sage.
Conclusion: The experiences support the understanding that transition to practice is overwhelming and uncertain. Academic faculty and practice nurses’ cooperative efforts can aid novice nurses in safe transition to practice through academic curriculum enhancement, preceptors, and nurse residency programs working toward narrowing the academic practice gap. |
| first_indexed | 2024-04-24T16:31:20Z |
| format | Article |
| id | doaj.art-33b14a173d7044f4b28b5bf22a6e2413 |
| institution | Directory Open Access Journal |
| issn | 2689-0143 2641-4716 |
| language | English |
| last_indexed | 2024-04-24T16:31:20Z |
| publishDate | 2022-12-01 |
| publisher | Patient Safety Authority |
| record_format | Article |
| series | Patient Safety |
| spelling | doaj.art-33b14a173d7044f4b28b5bf22a6e24132024-03-29T20:57:34ZengPatient Safety AuthorityPatient Safety2689-01432641-47162022-12-0144The Challenges of Transition to Practice Expressed Through the Lived Experience of New-to-Practice NursesRebecca ToothakerMarijo A. RommelfaengerRandi Sue FlexnerLora K. HromadikBackground: The nurse’s transition into practice is challenging. The need to facilitate a safe transition into practice and retain nurses is crucial in today’s healthcare. Objective and Design: The qualitative study aim was to describe the lived experiences of new nurses’ safe transition into practice and their perceptions of functioning as safe practitioners. Method: This descriptive, phenomenological arm of a larger, mixed methods study (Safety Transition Education to Practice study) interviewed 11 nurses with varied clinical backgrounds regarding their first six months as licensed nurses. Semistructured, one-to-one interviews with nurses representing geographical locations across the nation were conducted. Colaizzi’s method of analysis was used to extract themes. Results: The data revealed five themes with subthemes. The most universal theme was lack of practical knowledge (skills dexterity, real-world knowledge), followed by impostor syndrome, safety culture (unsafe environment, lack of supplies, lack of mentoring/management), internalized fear, and seeking the sage. Conclusion: The experiences support the understanding that transition to practice is overwhelming and uncertain. Academic faculty and practice nurses’ cooperative efforts can aid novice nurses in safe transition to practice through academic curriculum enhancement, preceptors, and nurse residency programs working toward narrowing the academic practice gap.https://doi.org/10.33940/culture/2022.12.1 |
| spellingShingle | Rebecca Toothaker Marijo A. Rommelfaenger Randi Sue Flexner Lora K. Hromadik The Challenges of Transition to Practice Expressed Through the Lived Experience of New-to-Practice Nurses Patient Safety |
| title | The Challenges of Transition to Practice Expressed Through the Lived Experience of New-to-Practice Nurses |
| title_full | The Challenges of Transition to Practice Expressed Through the Lived Experience of New-to-Practice Nurses |
| title_fullStr | The Challenges of Transition to Practice Expressed Through the Lived Experience of New-to-Practice Nurses |
| title_full_unstemmed | The Challenges of Transition to Practice Expressed Through the Lived Experience of New-to-Practice Nurses |
| title_short | The Challenges of Transition to Practice Expressed Through the Lived Experience of New-to-Practice Nurses |
| title_sort | challenges of transition to practice expressed through the lived experience of new to practice nurses |
| url | https://doi.org/10.33940/culture/2022.12.1 |
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