Abstract
Successful preparation of newly graduated nurses (NGN) is a critical concern for the healthcare sector. This study explores the learning processes enacted in a transition program with NGNs implemented in hospitals in western Sweden. Group interviews with NGNs and ward managers were conducted, with the data analyzed using qualitative thematic analysis. The following themes were identified as the learning processes secured through the program: Recognizing the NGNs' role as novice practitioners, Emphasizing newly graduated nurses as learners, and Progressing towards a comprehensive nursing role. To support these learning processes, the program should provide opportunies to consolidate and reconcile NGNs’ experiences as novices in healthcare environments where effective performance is crucial. If NGNs are supported in these ways, the program can make salient contributions to develop the knowledge bases of their occupational expertise.
Highlights
The transition from participating in educational programs to engaging effectively in work practice can be a difficult and fraught process (Dyess and Sherman, 2009; Monagle et al, 2018; Murray et al, 2019)
This paper aims to contribute by exploring the learning processes enacted in a 1-year transition program for newly graduated nurses (NGN) in a hospital care context
Theme I: Recognizing NGNs’ role as novice practitioners. This theme describes how the program seems to contribute to NGNs being recognized as registered, but novice, practitioners
Summary
The transition from participating in educational programs to engaging effectively in work practice can be a difficult and fraught process (Dyess and Sherman, 2009; Monagle et al, 2018; Murray et al, 2019). The first year of practice is a critical time in terms of support to improve retention and satisfaction and to counter attrition of NGNs (Eckerson, 2018; Rudman et al, 2020). Transition programs supporting safe and effective transitions for NGNs into nursing work have been implemented globally in the past few de cades (Missen et al, 2014; Wildermuth et al, 2020). Transition programs are implemented in response to recruitment and retention issues (Eckerson, 2018) and to ensure patient safety and quality of care (Mellor and Greenhill, 2014)
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