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Community health care assignment 2 num3511 2021...

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Transitioning Essay

Student name: Machaela Higgins Student number: 10268234 School of Nursing and Midwifery, Edith Cowan University Unit code and title: NUR3504 Transitioning to the role of the registered nurse Lecturer: Dr Deb Ireson Due date: 29/10/2021 Word count: 1252 words

Contents page Introduction……………………………………………….1 Graduate Nursing Programs………………………………1 Expectations for a newly graduated nurse………………...2 Resilience strategies……………………………………….4 Conclusion…………………………………………………4 References…………………………………………………6

1

Introduction In this essay it will discuss the transition of becoming a newly graduated nurse from a student nurse and the importance of a personal resilience toolkit. It will explain and outline the emotions and feelings that newly graduated nurses may experience and the expectations of being a new graduate. Graduate programs are designed as a bridging program to support the nurse throughout the transition from a student nurse to a registered nurse. They are 12 months in length with a variety of ward rotations and skills to learn, with the support of a co-ordinator (Cowin & Johnson, 2015). A study was conducted in the year of 2016, defining graduate programs from a graduate co-ordinators point of view. This study has shown that graduate nurses who gain a graduate program with a variety of rotations and length, make it easier for graduates to transition and therefore have better future employment opportunities (Missen et Al., 2016). Graduate Nursing Programs Graduate programs are designed to assist newly graduated nurses transition into the nursing and midwifery workforce in a supportive environment. Nurses have the potential to gain experience in a variety of different clinical settings during the 12-month graduate program. This will become an entry into hospital-based workforce and open a wide variety of career opportunities for the graduate (Chief nursing and Midwifery office, 2021). To be eligible for a graduate program, the nurse must be a registered nurse and gain a registration with the Australian health practitioner regulation agency (AHPRA). The graduate nurse can not previously have participated in a nursing graduate program for the same qualification and to be eligible, the nurse can not have graduated any more than 2 years ago at the time of the application (Chief nursing and Midwifery office, 2021).

2 Graduate nursing programs are very competitive and there are more graduated nurses than the programs that are available. This makes it unfortunate for the students that did not gain a graduate program. The number of graduate programs available are dependent on hospital budgets (Kaihlanen et Al., 2017). Graduate nurses go through a variety of different emotions while they are transitioning to a graduate nurse. It is a stressful and challenging process. Once stepping into the workforce, the new nurses may realise the lack of clinical experience they have and lack of confidence to deal with multiple patient loads (Kaihlanen et Al., 2017). When nurses transition successfully it has proven to have a positive impact on patient safety, satisfaction, and workplace retention (Henderson et al., 2015). The traditional nurse has different roles and scope of practise is depending on the experience level and in order to get experience in a hospital it is it is best to secure a graduate program (Jacob et al., 2016). Nursing roles are very subjective and based on the nurse’s experience, education, and competency. Competency is defined as not only the knowledge of the skill but also the combination of skills, attitudes, and ability to perform the skill safely and appropriately (Jacob et al., 2016). Expectations for a newly graduated nurse Graduate nurses have high expectations placed on them and negative attitudes from other experienced nurses can impact on the learning outcomes for the graduate (Freeling & Parker, 2015). Graduate nurses are expected to grow into competent registered nurses and develop their own professional identity (Wardrop et al., 2019). Nursing practice is something that can not be taught but it can instead be learnt with time (Wardrop et al., 2019).

3 The aim of the transition program according to wardrop et al is “graduate nurses to learn the routines and procedures of the health care service, enhance confidence and competence and facilitate professionalism and job satisfaction.” It is essential that support is available for the graduate nurse as it promotes confidence and job satisfaction (Jacob et al., 2016). A senior nurse, who is known as a preceptor is assigned to the graduate nurse to support them through the transition and the first year into the workforce (Jacob et al., 2019). Preceptors are there for support when needed but graduate nurses are expected to apply theory to practice, demonstrate patient centred care and exceptional personal skills (wardrop et al., 2019). A study was conducted by wardrop et al on a preceptor’s point of view of graduate nurses and how important their role was. Preceptors are expected to empower rather than lead (Wardrop et al., 2019). Preceptors should also educate the graduate on how important work life balance is. Graduates are expected to learn and apply clinical reasoning rather than just be task orientated. Preceptors should be able to reflect on their own first year after graduating and apply what they wish they had learned and their own development (Wardrop et at., 2019). Preceptors expect graduate nurses to have self-awareness of skills and the individual skill level. Studies showed that preceptors felt the older graduate transitioned better than someone younger this is because of life experience (Wardrop et al., 2019). Jacob et al conducted research that shows there is a significant expectation for graduate registered nurses to be able to take on higher levels of nursing than that of an enrolled nurse. It is important for rostering to determine experience levels and qualification levels to get the best care for the patients at hand (Jacob et al., 2016).

4 There are specific policies and guidelines newly graduated nurses must abide by as they do not have clinical experience like many of the other senior nurses. These guidelines are within the code of practice and registered nurse standards (Wardrop et al., 2019). Resilience strategies The definition of resilience is the capacity to recover quickly from a difficult situation and to develop adequate coping strategies on how to manage stressful situations without a negative impact (Stephens et al., 2017). These strategies can also be implemented over time and the graduate nurse can learn to become mentally stronger and perform at a higher standard and become more confident in their abilities (Wahab et al., 2017). A specially designed program for new nurses called ‘SMART’ was created which stands for stress management and resilience training (Chesak et al., 2015). This is a program designed to have a positive effect in reducing stress and anxiety and leads to a reduced rate of staff burnout, reduced rate of staff turnover and improved mindfulness and resilience for the employee (Chesak et Al., 2015). Another resilience strategy is to adopt a mentor (Bakon et al., 2018). This will help facilitate the student nurse to a registered nurse. To become a preceptor the registered nurse needs extra training (Bakon et al., 2018). People who build resilience, learn from high periods of stress, and have the capacity to recover from difficult situations well. This will benefit them in being able to work under any circumstances (Stephens et al, 2017). Conclusion In conclusion, this essay has shown that newly graduated nurses may struggle with the transition from a student nurse to a registered nurse. A graduate program has been conducted to support the graduate nurse and encourage applying theory to practice. Different hospitals offer

5 different numbers of graduate programs depending on the hospital budgets. The graduate nurse is supported by a preceptor throughout the 12-month program. Graduate programs are designed for the newly graduated nurse to get hospital-based nursing experience to further their future career options. In order to develop in their career, it is important to build resilience and coping strategies to recover quickly from difficult situations and have the ability to deliver the best practice to the patients.

6 References Chief and midwifery office. (2021). Grad connect. Department of health. Https://ww2.health.wa.gov.au/careers/occupations/Nursing-and-midwifery/graduatenursing-and-midwifery/Gradconnect.

Cowan, L.S., & Johnson, M. (2015). From student to graduate: Longitudinal changes in the qualities of nurses. Journal of advanced nursing. 71(12), 2911-2922. Https://doi.org/10.1111/jan.12763.

Freeling, M., & Parker, S. (2015). Exploring experienced nurses’ attitudes, views, and expectations of new graduate nurses: A critical review. Nurse education today, 35(2), e42-e49. Https://doi.org/10.1016/j.nedt.2014.11.011.

Henderson, A., Ossenberg, C., & Tyler, S. (2015). ‘what matters to graduates’: An evaluation of a structured clinical support program for newly graduated nurses. Nurse education in practice, 15(3), 225-231. Https://doi.org/10.1016/j.nepr.2015.01.009.

Jacob, E. R., McKenna, L., & D’amore, A. (2016). Role expectations of different levels of nurses on graduation: A mixed methods approach. Collegian, 24(2), 135-145. Https://doi.org/10.1016/j.colegn.2016.01.006.

Kaihlanen, A., Haavisto, E., Strandell-Laine, C., & Salminen, L. (2017). Facilitating the transition from a nursing student to a registered nurse in the final clinical placement: A

7 scoping literature review. Scandinavian Journal of caring sciences, 32(2), 466-477. Https://doi.org/10.1111/scs.12494.

Kenny, P., Reeve, R., & Hall, J. (2016). Satisfaction with nursing education, jab satisfaction, and work intentions of new graduate nurses. Nurse education today. 36,230-235. Https://doi.org/10.1016/j.nedt.2015.10.023.

Missed, K., McKenna, L., & Beauchamp, A. (2016). Graduate nurse program coordinators perspectives on graduate nurse programs in Victoria, Australia: A descriptive qualitative approach. Collegian, 23(2), 201-208. Https://doi.org/10.1016/j.colegn.2015.03.004.

Stephens, T.M., Smith, P., & Cherry, C. (2017). Promoting resilience in new perioperative nurses. AORN journal, 105(3), 276-284. Https://doi.org/10.1016/j.aorn.2016.12.019.

Wahab, S. N., Mordiffi, S. Z., Ang, E., & Lopez, V. (2017). Light at the end of the tunnel: New graduate nurses accounts of resilience: A qualitative study using photo voice. Nurse education today. 52, 43-49. Https://doi.org/10.1016/j.nedt.2017.02.007.

Wardrop, R., Coyne, E., & Needham, J. (2019). Exploring the expectations of preceptors in graduate nurse transition; a qualitative interpretive study. Nurse education in practice, 34, 97-103. Https://doi.org/10.1016/j.nepr.2018.11.012....