Transition From Student To Nurse
New graduate nurses (NGN) face a number of problems and obstacles throughout their first year of practice (Powers et el., 2019). Transitioning from a student to a graduate nurse is a demanding phase full of new experiences, and it can be complicated by a variety of concerns and circumstances. According to the studies, there are a number of things that can be done to make the transition from student to practicing nurse simpler. The concerns and obstacles that a fresh graduate may face in their first year of work include fatigue, reality shock, and time management (Powers et el., 2019).
Newly graduated nurses play a significant responsibility in today’s challenging society. They have a role in improving the patients’ experiences as well as providing health services at a lower cost (Powers et el., 2019). Nursing graduates contribute to society by minimizing unnecessary and costly hospital readmissions and avoidable medical errors, as well as offering more economical, convenient, and patient-centered primary care in community-based settings.
Graduate nurses are perform ing on new tasks such as coordinating care from several physicians, managing caseloads of patients with complicated medical needs, and aiding patients with the transition from hospitals to their homes or other settings. They serve as “health coaches” and other roles to assist individuals in staying healthy and avoiding illness (Murray et el., 2019).
Often, nursing leaders desire to work with graduate who are skillful and have adequate knowledge about what they are about to do and how to perform the duties. An entry-level employment provides a safe environment for new nurses to build technical expertise and develop the soft skills that will help them succeed. Several talents are very important for them to be considered by the nurse leader in order to make the most of those opportunities (Murray et el., 2019). Good communication skills, critical thinking abilities, and problem-solving skills, as well as confidence in what they’re doing, the ability to work as a team, and conflict resolution skills, are among those skills. Altruism, autonomy, human dignity, integrity, honesty, and social justice are also core nursing ideals.
In regard to the skills which the new graduates lack when entering the nursing profession, it is important for the nursing institutions to improvise way to ensure that their graduates are well equipped before getting out of their schools (Murray et el., 2019). Those skills are key to every nurse and clinical officers as they make the outcome of their nursing profession admirable as well as providing quality services to the patients. Skills like communication and critical thinking skills can help nurse in interviewing his client and in choosing the right type of medication for him (Murray et el., 2019).
Nurses encounter a number of obstacles in today’s healthcare system. These concerns develop as a result of organizational, state, and national issues. To effectively deal with each and every possible obstacle faced by nurses, it is critical to first recognize and comprehend each and every one of them (Chhugani, & James, 2017). Not only should you recognize and comprehend them, but you should also look for ways to alleviate them. Being new in the nursing profession, currently employed nurses face a lot of challenges as they are not used to the working environment. They find themselves confused when the see patients losing their lifes infront of them bearing in mind they are the people who should help them. Long shifts, the need to employ time-consuming technology, and a lack of respect from those in the healthcare business are among the additional obstacles (Chhugani, & James, 2017).
Furthermore, In the healthcare industry, workplace violence is common. Massive workloads and duties on staff can often lead to mental health issues, which can result in less efficient care (Chhugani, & James, 2017). In a healthcare setting, several tasks can be a challenge. Threats, verbal abuse, hostility, and harassment are examples of workplace mental violence that can result in psychological damage and stress. Physical violence can also result from verbal assault. Patients, visitors, intruders, and even coworkers are all potential causes of violence in a healthcare facility (Hasanbeigi et el., 2020).
To help new students have smooth transition in their nursing profession, several strategies and suggestions should be considered. Nursing leaders ensure that those in charge of new students receive intellect orientation, offer a permanent resident program for new nurses, promote mentoring relationships, promote good nurse managers among trainees, recognize accomplishments, and provide career support, all in the hopes of increasing career engagement and smoothing the evolution for new nurses (Hasanbeigi et el., 2020). New graduate orientation programs must be competency-based in order to achieve specific requirements and address the talent essential for specific professional areas. Nurse placement programs that offer support to new graduates during their first year of practice have observed an increase in competency and retention.
Official and informal mentoring programs assist new graduates in building professional and personal coping techniques as well as identifying career growth needs (Hasanbeigi et el., 2020). Nurse supervisors who set clear goals, foster a healthy work environment, and recognize educational requirements also aid new nursing grads, according to the research. Nurse managers should be provided with materials to aid in the development of coaching skills (Aguilera, & Venkatachalam, 2020).
Conclusion
In a nutshell, shifting from a learner to a nurse nurse is a tough period full of new experiences, and there are a number of worries and circumstances that might affect the process. Nurse educators can help our students see the importance of these supportive strategies. They should advise their students about potential transition-to-practice challenges and offer data to assist them in locating basics that can aid them. Their involvement in supporting them with their movement into practice can undoubtedly be educational as well as advice-giving.
References
Powers, K., Herron, E. K., & Pagel, J. (2019). Nurse preceptor role in new graduate nurses’ transition to practice. Dimensions of Critical Care Nursing, 38(3), 131-136.
Murray, M., Sundin, D., & Cope, V. (2019). New graduate nurses’ understanding and attitudes about patient safety upon transition to practice. Journal of clinical nursing, 28(13-14), 2543-2552.
Murray, M., Sundin, D., & Cope, V. (2019). Benner’s model and Duchscher’s theory: Providing the framework for understanding new graduate nurses’ transition to practice. Nurse education in practice, 34, 199-203.
Chhugani, M., & James, M. M. (2017). Challenges faced by nurses in India-the major workforce of the healthcare system. Nurse Care Open Acces J, 2(4), 112-114.
Hasanbeigi, F., Zandi, M., Kazamnejad, A., & Salimi Akin Abadi, A. (2020). Evaluation of Essential Care Skills for Nurses Working at the Selected Infertility Clinics in Tehran, Iran, within 2016-2017: Nurses’ Perspectives. Evidence Based Care, 9(4), 53-59.
Aguilera, V., & Venkatachalam, A. M. (2020). Modeling Marie Curie: How student nurses can contribute to evidence‐based practice during the COVID‐19 era. Research in Nursing & Health.