The reality shock

2013 ◽  
Vol 5 (1) ◽  
pp. 5-5 ◽  
Keyword(s):  
Reality Shock

scholarly journals Die implikasies van die mannekragstatus vir verpleging - ’n toekomsperspektief

Curationis ◽  
1982 ◽  
Vol 5 (2) ◽  
Author(s):  
F. De Villiers
Keyword(s):  
Staff Development ◽  
Development Policy ◽  
Role Change ◽  
Reality Shock ◽  
Future Challenges ◽  
Nursing Manpower

It is essential that employers of nurses adopt a staff development policy. The trends regarding nursing manpower include increased demand; role change, expansion and development; improved staff utilisation. The education of nursing manpower will determine whether future challenges will be met. Problems in modern nursing, which include the effects of involvement in a service profession, reality shock and burnout, lead to loss of manpower or reduced productivity. A staff development policy can help to create a milieu in which these problems can be overcome.

Reality Shock: Why Nurses Leave Nursing

1975 ◽  
Vol 75 (5) ◽  
pp. 891
Author(s):  
Nancy Sargis ◽  
Marlene Kramer
Keyword(s):  
Reality Shock

Training Teachers to Cope with the ‘Reality Shock’

1982 ◽  
Vol 9 (1) ◽  
pp. 147-160 ◽  
Author(s):  
T. H. Wubbels ◽  
H. A. Créton ◽  
H. P. Hooymayers ◽  
A. J.C.D. Holvast
Keyword(s):  
Reality Shock

Fairy tale midwifery ten years on: facilitating the transition to newly qualified midwife

2019 ◽  
Vol 27 (12) ◽  
pp. 782-789
Author(s):  
Kate Ashforth ◽  
Ellen Kitson-Reynolds
Keyword(s):  
Decision Making ◽  
British Journal ◽  
Reflective Practice ◽  
Fairy Tale ◽  
Reality Shock ◽  
Role Modelling ◽  
Teaching Support ◽  
Autonomous Practice

The first article in this series, published in the British Journal of Midwifery, volume 27, number 10, identified that newly qualified midwives continue to experience reality shock on initiation of first post, despite preceptorship programmes that aim to ease transition from student to qualified practitioner. Mentors are important in facilitating student decision-making, criticality and reflective practice, and share such roles as teaching, support and role modelling with preceptors. Although transition begins at the inception of midwifery training, there is a paucity of research exploring the role of mentors in preparing students for autonomous practice. The recent shift to replace mentors with practice supervisors and assessors provides an opportunity to consider strategies to better prepare student midwives for autonomous practice and mitigate against fairy tale midwifery.

Fairy tale midwifery 10 years on: re-evaluating the lived experiences of newly qualified midwives

2019 ◽  
Vol 27 (10) ◽  
pp. 649-654
Author(s):  
Kate Ashforth ◽  
Ellen Kitson-Reynolds
Keyword(s):  
Job Satisfaction ◽  
Lived Experiences ◽  
Fairy Tale ◽  
Original Research ◽  
Attrition Rates ◽  
Reality Shock ◽  
Data Saturation ◽  
Sources Of Support

Newly qualified midwives (NQM) experience a reality shock upon initiation of first post. Despite efforts to smooth the transition to NQM status, there remains an incongruence between the expectations (‘fairy tale’) and the realities of practice. Transition and preceptorship programmes aim to increase competence and confidence, and improve the lived experiences of NQMs. Preceptorship, however, is unstandardised and supernumerary shifts and rotations to clinical areas may be affected by service demands. Sources of support in practice include peers, preceptors and midwives on shift. No new themes emerged when comparing contemporary and original research, suggesting data saturation has been reached, although it may still be pertinent to consider the experiences of NQMs in order to reduce attrition rates and increase job satisfaction.

scholarly journals Novice nurse educators’ lecture room instructional management competence

Curationis ◽  
2001 ◽  
Vol 24 (2) ◽  
Author(s):  
M Durrheim ◽  
VJ Ehlers
Keyword(s):  
South Africa ◽  
Nurse Educators ◽  
Instructional Management ◽  
Novice Nurse ◽  
Reality Shock ◽  
Teaching Situation ◽  
Lecture Room ◽  
Exploratory Survey ◽  
The Republic

The lecture room instructional management competence (LRIMC) of novice nurse educators (NNEs) in the Republic of South Africa (RSA) was investigated by means of a quantitative exploratory survey using questionnaires. The findings indicated that NNEs benefited from mentors’ guidance, experienced reality shock on entering their first teaching situation, and lacked LRIMC - according to the perceptions of the NNEs themselves, their students and their mentors. NNEs could benefit from effective orientation programmes and from ongoing in-service education programmes as well as from the availability of mentors assigned to specific NNEs.

REALITY SHOCK

1974 ◽  
Vol 5 (12) ◽  
pp. 13,15
Author(s):  
Monica M. Magner
Keyword(s):  
Reality Shock

Reality Shock in Reverse

1981 ◽  
Vol 81 (11) ◽  
pp. 2062 ◽  
Author(s):  
Patricia Grant Higgins ◽  
Kaye M. Wolfarth
Keyword(s):  
Reality Shock
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