Exploring the Changing Landscape of Jobs for New Graduates: Practice, Education, and New Graduate Imperatives

2012 ◽  
Vol 18 (1) ◽  
pp. 17-24 ◽  
Author(s):  
Dori Taylor Sullivan ◽  
Kathleen S. Fries ◽  
Michael V. Relf
Keyword(s):  
Nursing Education ◽  
Nursing Practice ◽  
Economic Conditions ◽  
Nursing Workforce ◽  
Graduate Nurses ◽  
New Graduate Nurses ◽  
New Graduates ◽  
New Graduate ◽  
Near Future ◽  
Education Nursing

Numerous expert sources have reported a reduction in positions available for new graduate nurses, largely because of general economic conditions, although there are conflicting data and significant geographic variances. Nursing education, nursing practice, and new graduates themselves must develop partnerships to better prepare graduates for more challenging employment searches so that these newest members of the nursing workforce are retained and available for practice in preparation for the expected shortage of nurses in the near future.

Early Career Nurses’ Experiences of Providing Family Nursing Care: Perceived Benefits and Challenges

2020 ◽  
pp. 107484072096828
Author(s):  
Marilyn A. Swan ◽  
Sandra K. Eggenberger
Keyword(s):  
Nursing Education ◽  
Nursing Care ◽  
Nursing Practice ◽  
Early Career ◽  
Significant Finding ◽  
Perceived Benefits ◽  
Graduate Nurses ◽  
New Graduate Nurses ◽  
Family Nursing ◽  
New Graduate

Faculty at Minnesota State University, Mankato (USA) developed a family-focused baccalaureate curriculum to address gaps between evidence and practice with families that have been linked to undergraduate nursing education. The purpose of this study was to understand the perceptions of new graduate nurses in providing family-focused nursing care in practice settings. A descriptive design focused on narrative data was used to identify the nurses’ perceived benefits and challenges of caring for families in their current nursing practice. Data were collected from three cohorts of new graduate nurses who were currently employed in health care settings ( N = 109) through a five-contact procedure and examined using a content analysis method. Nine perceived benefit categories, subcategories, and summary statements were identified. Seven challenge categories were identified. The early career graduate nurses’ ability to translate family-focused knowledge to their practice was a significant finding. The benefits and value of developing interactions with families were evident in a number of categories. Education and practice systems can implement educational innovations and partner to support new career graduates’ ability to offer skilled family nursing practice.

scholarly journals Being confident in practice: A study on the influences on confidence in new graduate nurses

2021 ◽  
Author(s):  
◽  
Joanne Greenlees-Rae
Keyword(s):  
Appreciative Inquiry ◽  
Nursing Student ◽  
Nursing Practice ◽  
First Year ◽  
Self Awareness ◽  
Graduate Nurses ◽  
New Graduate Nurses ◽  
New Graduate Nurse ◽  
Graduate Nurse ◽  
New Graduate

<p>The purpose of this study was to understand influences on new graduate nurses’ confidence in their nursing practice. Confidence is a self-belief that an affirmative outcome will be achieved in a situation, and is influenced by factors individual to each person. New graduate nurses commence nursing practice feeling somewhat confident or not confident at all, and this feeling of confidence changes and evolves over their first year of practice as they navigate transition from a nursing student to a professional nursing role. Being confident is an important attribute of a nurse as it assists nurses to make decisions in their practice to achieve the outcomes they, or their patients and families and/or whanau require. Being confident will assist new graduate nurses to perform clinically, and to help them to face any challenges in their practice.  This study used the principles of Appreciative Inquiry as a methodology. Appreciative Inquiry is a flexible and positive approach to research, placing an emphasis on dialogue, collaboration and affirmation. It sought to discover what was working well with regards to confidence and its influences for the new graduate nurse. Utilising the elements of Appreciative Inquiry, I have analysed the dialogue of nine new graduate nurses who shared their stories of their nursing practice. Five themes were identified: firstly understanding confidence and the subthemes of self-awareness, knowing confidence, defining confidence, reflection, self-doubt, over-confidence, and feigning confidence; secondly developing a professional identity with the subtheme of resilience; thirdly relationships with the subthemes of collegial relationships, culture of the environment, the patients’ influence, feedback, and trust; and the fourth theme of developing learning and experience with the subthemes of learning and knowledge, experience, and critical thinking and decision making, and finally the fifth theme of looking to the future.  The study dialogue identifies influences on the nurses’ confidence, and their reflective practice particular to each nurse which consistently permeate their nursing practice. Recommendations are made for further nursing practice, education and research.</p>

scholarly journals Nurses as Patients: the Stories of Two Woman Nurse Educators as Recipients of Nursing Care

2021 ◽  
Author(s):  
◽  
Dianne Yvonne Harker
Keyword(s):  
Nursing Care ◽  
Nurse Educators ◽  
Nursing Practice ◽  
Need For Closure ◽  
Interpretive Research ◽  
Graduate Nurses ◽  
New Graduate Nurses ◽  
Experienced Nurses ◽  
New Graduate ◽  
To Receive

<p><b>In this research two nurse-patients have engaged in a conversation about theirexperience of ‘being nursed’. The project sets out to address the following questions:How might our experiences as nurses who have been hospitalised be drawn upon toinfluence positive changes in nursing practice? What effect might our experiences ofhospitalisation have on us as nurses and on our nursing practice?</b></p> <p>The study utilises narrative as inquiry and the method of story telling andauto/biography to tell the stories of Maria (a pseudonym) and myself, the researcher.</p> <p>This interpretive research has been informed by the feminist process and sits within apostmodern framework. Maria’s stories were audio taped and transcribed beforebeing prepared for analysis using ‘core story creation’, and the process of'emplotment' (Emden, 1998b). My reflective topical autobiographical narrative wasconstructed through the processes described by Johnstone (1999).</p> <p>Three distinct qualities emerged from both of our experiences. The first,‘knowing as nurse-patient’ contains the three sub themes of ‘having knowledge’,‘expectations of being nursed’, and ‘knowledge gained’. The second distinct quality‘being nursed’ contains the two sub themes of ‘feeling safe and cared for’ and‘presencing’; and the third ‘not being nursed’ contains the four sub themes ‘feelingvulnerable’, ‘invisibility of nurses’, ‘getting out’ and ‘feeling let down’. The subtheme ‘getting out’ includes three additional sub themes of ‘wanting to get out andnot wanting to be there’, ‘leaving and the need for closure’ and ‘not wanting to goback’,This study on nurse-patients receiving nursing care will be useful for nurseeducators, students of nursing, and nurse clinicians. Nursing does make a differenceto patient care. For patients to receive therapeutic care new graduate nurses must bepreceptored/mentored by experienced nurses in supportive programmes. Suggestionsfor further research have been identified.</p>

Part 2: New Graduate Nurse Transition Into the Intensive Care Unit: Summative Insights From a Longitudinal Mixed-Methods Study

2021 ◽  
pp. RTNP-D-21-00014
Author(s):  
Michelle Lalonde ◽  
Cheryl Anne Smith ◽  
Sandra Wong ◽  
Jamie Anne Bentz ◽  
Brandi Vanderspank-Wright
Keyword(s):  
Critical Care ◽  
Intensive Care ◽  
Mixed Methods ◽  
Work Environment ◽  
Qualitative Interviews ◽  
Graduate Nurses ◽  
New Graduate Nurses ◽  
Convenience Sample ◽  
New Graduates ◽  
New Graduate

Background and PurposeTo address the nursing shortage, it is increasingly common for hospitals to hire new graduate nurses into intensive care units (ICU). New graduates in intensive care likely experience needs beyond those of their peers outside of critical care contexts. Yet, relatively little is known about the experiences of this unique population. The purpose of this study was to explore the transition experience of a cohort of new graduate nurses in the ICU over a 2-year period.MethodsA longitudinal mixed-methods convergent design using a purposive and convenience sample of new graduate nurses working in an ICU. Surveys were administered and in-depth qualitative interviews were conducted at four points in time over a 2-year period.ResultsParticipants identified a number of skills that remained difficult, as well as less comfort in performing a number of nursing interventions, over the four time points. In addition, they highlighted a decline in their perception of receiving encouragement and feedback from their manager. Participants identified that a lack of confidence was a barrier to transition and that improved orientation and work environment could further support them in their journey. Certain aspects of their work environment, such as peer support, were identified as most satisfying, whereas the environment and system were least satisfying.Implications for PracticeThe results provide a greater understanding of the transition experienced by new graduate nurses in the ICU. In addition, the results may provide the ICU leadership team with potential areas to further support the transition of new graduates within this critical care environment.

Ready for What? An Exploration of the Meaning of New Graduate Nurses' Readiness for Practice

2010 ◽  
Vol 7 (1) ◽  
Author(s):  
Angela C Wolff ◽  
Sandra Regan ◽  
Barbara Pesut ◽  
Joyce Black
Keyword(s):  
Exploratory Study ◽  
Graduate Nurses ◽  
New Graduate Nurses ◽  
Educational Preparation ◽  
New Graduates ◽  
New Graduate ◽  
Readiness For Practice ◽  
Group Interviews ◽  
Policies And Programs ◽  
Reported Data

Dialogue continues on the "readiness" of new graduates for practice despite significant advancements in the foundational educational preparation for nurses. In this paper, the findings from an exploratory study about the meaning of new graduate "readiness" for practice are reported. Data was collected during focus group interviews with one-hundred and fifty nurses and new graduates. Themes were generated using content analysis. Our findings point to agreement about the meaning of new graduate nurses' readiness for practice as having a generalist foundation and some job specific capabilities, providing safe client care, keeping up with the current realities of nursing practice, being well equipped with the tools needed to adapt to the future needs of clients, and possessing a balance of doing, knowing, and thinking. The findings from this exploratory study have implications for policies and programs targeted towards new graduate nurses entering practice.

scholarly journals Nurses as Patients: the Stories of Two Woman Nurse Educators as Recipients of Nursing Care

2021 ◽  
Author(s):  
◽  
Dianne Yvonne Harker
Keyword(s):  
Nursing Care ◽  
Nurse Educators ◽  
Nursing Practice ◽  
Need For Closure ◽  
Interpretive Research ◽  
Graduate Nurses ◽  
New Graduate Nurses ◽  
Experienced Nurses ◽  
New Graduate ◽  
To Receive

<p><b>In this research two nurse-patients have engaged in a conversation about theirexperience of ‘being nursed’. The project sets out to address the following questions:How might our experiences as nurses who have been hospitalised be drawn upon toinfluence positive changes in nursing practice? What effect might our experiences ofhospitalisation have on us as nurses and on our nursing practice?</b></p> <p>The study utilises narrative as inquiry and the method of story telling andauto/biography to tell the stories of Maria (a pseudonym) and myself, the researcher.</p> <p>This interpretive research has been informed by the feminist process and sits within apostmodern framework. Maria’s stories were audio taped and transcribed beforebeing prepared for analysis using ‘core story creation’, and the process of'emplotment' (Emden, 1998b). My reflective topical autobiographical narrative wasconstructed through the processes described by Johnstone (1999).</p> <p>Three distinct qualities emerged from both of our experiences. The first,‘knowing as nurse-patient’ contains the three sub themes of ‘having knowledge’,‘expectations of being nursed’, and ‘knowledge gained’. The second distinct quality‘being nursed’ contains the two sub themes of ‘feeling safe and cared for’ and‘presencing’; and the third ‘not being nursed’ contains the four sub themes ‘feelingvulnerable’, ‘invisibility of nurses’, ‘getting out’ and ‘feeling let down’. The subtheme ‘getting out’ includes three additional sub themes of ‘wanting to get out andnot wanting to be there’, ‘leaving and the need for closure’ and ‘not wanting to goback’,This study on nurse-patients receiving nursing care will be useful for nurseeducators, students of nursing, and nurse clinicians. Nursing does make a differenceto patient care. For patients to receive therapeutic care new graduate nurses must bepreceptored/mentored by experienced nurses in supportive programmes. Suggestionsfor further research have been identified.</p>

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