Perceptions of managers regarding prerequisites for the development of professional competence of newly graduated nurses: A qualitative study.

Marie‐Louise Södersved Källestedt,Margareta Widarsson,Margareta Asp,Anna Letterstål

doi:10.1111/jocn.15522

Marie‐Louise Södersved Källestedt, Margareta Widarsson + Show 2 more

Open Access

https://doi.org/10.1111/jocn.15522

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Abstract

ABSTRACTAim and objectivesTo describe perceptions of managers regarding prerequisites for professional competence development of newly graduated nurses following a 1‐year residency programme.BackgroundIn general, managers are unsatisfied with the professional competence of newly graduated nurses. Therefore, they have been involved in residency programmes to support the nurses’ transition from being nursing students to professional nurses. However, perceptions of managers regarding the professional competence development of nurses have been sparingly studied.Design/MethodsQualitative, descriptive study with a data‐driven inductive approach with content analysis to obtain an understanding of the perceptions of nine managers through interviews. EQUATOR checklist COREQ is used (see File S1).ResultsThree themes emerged: (a) the nurses’ relationships with their teams and patients, (b) expectations regarding the development of practical skills and leadership skills and (c) prerequisites for continuing learning by supportive structures and a mutual responsibility between the manager and the nurse. Reflection was perceived by the managers as a cornerstone in the learning and development of professional competence. Learning theory was important, but learning practical clinical skills was essential for the nurses to develop competence and be able to perform their work, including being a leader of the team. Some structures discouraged continued learning in the development of professional competence, indicating a gap between the healthcare settings and the basic nursing programme.ConclusionsThere is a gap between the university and the healthcare settings in maintaining a structure for continued learning, which requires cooperation. This gap and tension can be a driving force for the learning process of competence development. Relationships with team members and patients are considered fundamental for developing professional competence.Relevance to clinical practiceTo overcome the gap between the university and the healthcare settings, the managers can facilitate nurses’ continued learning by creating structures for reflection.

Highlights

Healthcare settings face challenges regarding recruitment and retention of nurses from an international perspective (Ahlstedt et al, 2019; Cummings et al, 2010; Ke & Stocker, 2019; Rudman et al, 2014), and residency programmes have emerged as an intervention to support newly graduated nurses in their transition to professional nurses (Beecroft et al, 2001; Olson-Sitki et al, 2012)
There was a lack of experienced nurses, which affected the possibility of support for the development of professional competence
Participant H stated: Building relationships with colleagues and team members as well as with patients is regarded as a prerequisite for the development of professional competence of nurses

Summary

Introduction

Healthcare settings face challenges regarding recruitment and retention of nurses from an international perspective (Ahlstedt et al, 2019; Cummings et al, 2010; Ke & Stocker, 2019; Rudman et al, 2014), and residency programmes have emerged as an intervention to support newly graduated nurses ( referred to as nurses) in their transition to professional nurses (Beecroft et al, 2001; Olson-Sitki et al, 2012). Nurses participating in residency programmes are highly engaged and appreciate the opportunity to meet colleagues and reflect on their experiences (Olson-Sitki et al, 2012; Widarsson et al, 2020). Olson-Sitki et al (2012) concluded that the turnover rate decreases for nurses participating in residency programmes. The onboarding introduction programme in the current study was established by the healthcare organisation with the aim of developing nurses’ competence in leadership and a clinical gaze, as well as integrating national and local guidelines into practice by using reflection to develop critical thinking. Regarding profession-related factors, the formal and informal organisation of the workplace for workers’ participation and feedback have important implications on the kind of competence that the workers use and develop (Eilström & Kock, 2008)

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Discussion

Conclusion