Experiences Of New Graduate Nurses Research Articles

“Discovering shine through feedback seeking”---feedback seeking among new graduate nurses: a qualitative study

BackgroundFeedback is critical to improving practitioners’ clinical practice and professional growth. Although they are still considered junior practitioners, their feedback-seeking experiences have yet to be investigated. This study aimed to understand the fundamental thoughts and experiences of new graduate nurses regarding feedback-seeking and to identify the main factors that influence their feedback-seeking behaviors.MethodsConducting a descriptive phenomenological study, semi-structured in-depth interviews with newly graduated nurses from four hospitals in Zhejiang Province, China, face-to-face or via video call in the hospital conference room through purposive and snowball sampling. Interview data were evaluated using Colaizzi’s 7-step phenomenological data analysis. The COREQ checklist was followed.ResultsA total of 15 new graduate nurses were interviewed as a sample, and 13 categories emerged from our data. They were categorized into four central elements: (1) perceptions and attitudes, (2) drivers, (3) dilemmas and needs, and (4) transformation and growth.ConclusionsThis study found that new graduate nurses have various needs but face dilemmas in the feedback-seeking process. Nursing managers should be proficient at providing positive leadership, collaborating with clinical mentors to foster an atmosphere where new graduate nurses may obtain honest, transparent, and fair feedback, and exercising caution when providing negative feedback.

Experience of New Graduate Nurses in Nurse Residency Programs During the COVID-19 World Pandemic.

Individuals who entered any nursing program during the coronavirus disease 2019 (COVID-19) world pandemic were exposed to a different and chaotic learning environment. The goal of this study was to describe the experience of 452 new graduate nurses (NGNs) who entered the profession between 2020 and 2022. This study was a qualitative thematic analysis of an open-ended survey from the American Nurses Credentialing Center Practice Transition Accreditation Program® (PTAP®). The thematic analysis resulted in five themes: the pandemic was a significant disruptor, the program was a generally negative experience, the quality of the preceptors and mentors made a difference, the content of the program made an impact, and the residency program prepared NGNs for the RN role by building confidence and promoting relationship building and a sense of community. The 2020-2022 world pandemic created a challenging environment for NGNs to enter nursing and had implications for practice. [J Contin Educ Nurs. 2024;55(2):87-93.].

Qualitative perspectives of new graduate nurses to educational preparation for patient care

Background: A phenomenological qualitative study were conducted and investigated the perceptions of new Nursing graduates in relation to their educational preparation in caring for patients. Practice readiness and preparedness of new nurses continue to be a challenge in 21st century healthcare delivery system. To adapt to the rapidly varying and advancing healthcare settings; nurse educators must regularly assess and review education curricula, teaching-learning strategies and programs adopted to prepare new professional nurses. In Malaysia, Nursing Education Task Force was formed– Ministry of Higher Education (MOHE), 2010. ‘Development of Nursing Education in Malaysia towards the year 2020’. The aim of this task force is to improve and transform Nursing Education in Malaysia from Diploma to degree programmes by the year 2020, to prepare New Nurses to practice in all priority areas of nursing care.Purpose: To explore and describe the experiences of new graduate nurses working in hospitals and their perceptions in relation to educational preparation for patient care.Method: Using a Phenomenological Qualitative study, This Study focused on the lived and expressed experiences of the participants. It involved the description and interpretation of human experiences so that the experience could be better understood.Results: Seven Themes were extracted from the significant statements and formulated meanings of the ten respondents who voluntarily participated in this study. Orientation process, Value of preceptor, Solidifying concepts, Knowledge, Role transition, Doctors’ behaviour towards new staff and Staff shortage were among the needs of the new graduate Nurses that needs to be addressed.Conclusion: This study was able to provide insights into the lived experiences of ten new nurses and their perceptions in relation to educational preparations for patient care. Recommendations were also made to meet and support the new nurses’ needs. These findings, which may have important implications for nursing practice, management, education and to nursing profession as a whole, need further study in a larger scale to explore more on the lived and expressed experiences of the new nurses and to strongly support this research study.

Experiences of New Graduate Nurses' Transition to Practice During the Covid-19 Pandemic

Amaç: Dünyayı etkileyen bir pandemi döneminde meslek yaşamına adım atmak, hemşireler için birçok farklı deneyimi beraberinde getirmektedir. Araştırmada Covid-19 pandemi sürecinde mesleğe yeni başlayan hemşirelerin deneyimlerinin belirlenmesi amaçlanmıştır. Yöntem: Tanımlayıcı ve niteliksel tipte olan araştırma, 21 hemşire ile yürütülmüştür. Veriler “Tanıtıcı Form” ve “Yarı Yapılandırılmış Soru Formu” kullanılarak toplanmıştır. Bulgular: Hemşirelerin ifadeleri doğrultusunda üç ana (olumlu, olumsuz, belirsizlik), 10 alt tema (olumlu etkiler: özgüveni arttırması, mesleğe hızlı uyumu sağlaması ve baş etmeyi kolaylaştırması, olumsuz etkiler: korku/tedirginlik, endişe, stres ve yorgunluk/tükenmişlik, belirsizlik: heyecan, merak ve şaşkınlık) belirlenmiştir. Sonuç: Pandemi döneminde mesleğe başlayan hemşirelerin bu süreçte olumsuz, olumlu ve belirsiz duygu ya da deneyimler yaşadıkları sonucuna varılmıştır.

New Graduate Nurses Navigating Entry to Practice in the Covid-19 Pandemic

The Covid-19 pandemic has significantly impacted organizational life for nurses, with known physical and psychological impacts. New graduate nurses are a subset of nurses with unique needs and challenges as they transition into their registered nurse roles. However, this subset of nurses has yet to be explored in the context of the Covid-19 pandemic. To explore the experiences of new graduate nurses entering the profession in Ontario, Canada, during the Covid-19 pandemic approximately one year after entering the profession. Thorne's interpretive description method was utilized. All participants identified as completing second entry nursing programs, offering a unique perspective on new graduate nurse transition. Four themes emerged in the data: 'Virtual Didn't Cut It,' 'Go Where You Know,' 'Picking Up the Pieces,' and 'Learning When to Say No and Let Go.' Participants felt ill prepared to enter the profession and were cognizant of the various challenges facing the nursing profession, and how these pre-existing challenges were exacerbated by the pandemic. They acknowledged the need to protect themselves against burnout and poor mental health, and as such, made calculated early career decisions - demonstrating strong socio-political knowing. Half of the participants had already left their first nursing job; citing unmet orientation, mental health, and wellbeing needs. However, all participants were steadfast in remaining in the nursing profession. Second entry new graduate nurses remain a unique subset of nurses that require more scholarly attention as their transition experiences may differ from the traditional trajectory of new graduate nurses.

A Descriptive Phenomenological Study on Professional Role Transition of New Graduate Nurses in Selected Hospital, Bangalore

Background: Nursing is the largest, the most diverse, and one of the most respected among the health care professions. Nurses play an integral role in the healthcare system and they have been correctly referred to as the heart of healthcare. The climate and culture have perhaps the largest impact on a new graduate nurse’s transition into the workforce. New graduates often have a difficult time distinguishing between prioritizing patients and prioritizing care. Objective: The objective of this research was to describe the experiences of new graduate nurses during their professional role transition in their first twelve to eighteen months of experience in critical care areas. Methods: A Descriptive phenomenological approach was selected for the study. Based on the Descriptive phenomenological approach four step was used: bracketing, intuiting, analysis and describing. The investigators identified and clarified their interest in the study and maintained initial reflective note and memoing. Results: The initial stage, (1-3 months) of professional roles transition of new graduate nurses was marked by a high level of stress, fear and disappointment with the disparity between what is anticipated and what is expected from them. Through their professional journey during next 4-5 months, they found themselves moderately stressful, confident and being trusted by their seniors. By the end of 12 months all the graduates have gained confidence and higher level of decision-making abilities and wanted to empower themselves through higher education. Interpretation and Conclusion: The findings of the study shown that life experiences of newly graduate nurses gradually change as they transit from novice to skilled nurse. Keywords: Transition, Professional role transition, and new graduate nurse.

A case study of new nurses’ transition from university to work

AimTo explore the experiences of new graduate nurses enrolled in a hospital-based transition to practice program, to gain insight into what new graduate nurses thought about their university training and preparedness for practice. BackgroundNursing transition programs are challenging but are fundamentally about ensuring new graduate nurses are provided the necessary opportunities to allow them to successfully transition into autonomous practice. Understanding the ‘lived’ experiences of new graduate nurses may improve transition programs by considering the difficulties new graduate nurses experience around the rigors and reality of practice. MethodThe researchers used a self-developed Graduate Nurse Workplace Preparation Survey to explore the perceptions of new graduate nurses undertaking a Transition to Professional Practice Program in an Australian metropolitan hospital to investigate the experiences of transition readiness in relation to new graduate nurses’ satisfaction with their undergraduate degree preparation. ResultsA total of 69 new graduate nurses were enrolled in the Transition to Practice Program and 23% (n = 16) completed the New Graduate Nurse Workplace Preparation Survey. Survey responses were analyzed using descriptive statistics and Leximancer was used for thematic analysis of participant comments. The study found that a successful transition from undergraduate nurse to new graduate nurse can be made if undergraduate nurses experience variation during their university clinical placements in terms of patient acuity, complexity, workload, and clinical setting. Successful transition from undergraduate nurse to new graduate nurse is enhanced by Transition to Practice Programs building upon the new graduate nurses’ previous undergraduate nursing clinical experiences. ConclusionTransition to practice and readiness for the role of newly Registered Nurse (new graduate nurse) is an important stage in the professional development of a Registered Nurse and the transition issues related to university preparation made by new graduate nurses in this study corresponded with issues raised in similar preparation and transition literature suggesting that continued work in undergraduate training and clinical placement is required. However, by understanding new graduate nurses’ university preparation satisfaction levels and issues faced during the transition to practice period both universities and clinical placement staff can work together to improve new graduate nurses’ success in Transition to Professional Practice Programs.

A review: Developing an ecological model approach to co-worker incivility experiences of new graduate nurses.

To explore how an ecological approach be used to explore relationships among workplace empowerment, authentic leadership, trust in management, areas of work life and co-worker incivility experiences of new graduate nurses. Key concepts related to new graduate nurses' incivility experience informed the research question building on the findings of our first author's integrative review. Second, relevant theories and concepts were identified by conducting a literature review. Third, the themes build on prior theories and factors to propose a hypothetical model. (2016-2019) CINAHL, OVID, PSYCINFO, PUBMED, EBSCO, ERIC, SCOPUS, Cochrane Library; PROQUEST and Google Scholar. (a) Constructs identified in an IR (Blackstock et al., 2018) guided a literature review on predictive variables linked to new graduate nurse's co-worker incivility experiences; (b) an ecological approach was explored; and (c) we demonstrate how multidimensional organizational factors related to incivility experiences of new graduate nurses can be situated in an ecological model. Structural and organizational factors, and nurse leaders influencing new graduate nurses' experiences are situated in an ecological model. Placing new graduate nurses' co-worker incivility experiences in the microsystem and close to the mesosystem (nurse supervisor) and exosystem (workplace empowerment) of our ecological model provides new insights into their incivility experiences and informs future research. The ecological approach and operational definition of incivility help to clarify incivility behaviours as not merely individual behaviours observed by others needing corrective cognitive behaviours, nor support in a graduate transition program, but rather a symptom of work environment factors contributing to multidimensional work environments of new graduate nurses' and influence incivility behaviours. New graduate nurse co-worker incivility research could measure change across time and across system domains informed by this ecological approach and can shape new ways of thinking about how to prevent and mitigate incivility.

The lived experience of new graduate nurses successfully completing NCLEX-RN

Background and objective: The NCLEX pass rate is considered the primary indicator of program quality. Much literature exists regarding pre-graduation efforts aimed at aiding students to prepare for the NCLEX-RN exam, while there is little available on post-graduation efforts. This project was conducted to identify the post-graduation experiences of successful NCLEX-RN test takers as they prepared to complete the exam.Methods: This was a qualitative descriptive study utilizing a phenomenological framework to determine the lived experience of new graduates preparing to complete the NCLEX-RN exam.Results: Four main themes were identified as relevant to post graduation experiences including: (a) Finding Motivation, (b) Study Tactics, (c) Taking a Break, and (d) The Testing Experience. Additionally, few of the participants took it for granted that they were going to pass the exam, they reported wishing they had spent more time preparing, and with regard to studying, several described wishing they had started earlier.Conclusions: It will be beneficial for faculty to discuss potential strategies for success to utilize after graduation, including expectations of testing day, setting a realistic timetable to test, overcoming lack of motivation to preparation for the exam, and careful scheduling of coaching and study sessions.

The experiences of new graduate nurses and midwives going through a virtual interview recruitment process during the COVID-19 crisis: a cross-sectional study

BackgroundThe annual recruitment of new graduate nurses and midwives is key to recruiting large numbers of staff with the right attitude, skills and knowledge who are the best fit for the organisation. Virtual interviews were undertaken in 2020 due to the surge worldwide in the COVID-19 crisis. This study evaluates those virtual interviews and explores the sustainability of the model.MethodsA cross-sectional study was conducted at a large health organisation in New South Wales, Australia. Data were collected over 3 weeks using two online surveys, one for interviewees (n = 512) and the other for interviewers (n = 68). Quantitative data were analysed using descriptive statistics and frequency distributions, and additional free-text comments were analysed using content analysis.ResultsResponse rates were 55% (n = 280) interviewees and 54% (n = 37) for interviewers. The majority of interviewees (58%, n = 184) and interviewers (78%, n = 29) stated the interview was seamless or very seamless and 55% (n = 156) of interviewees and 73% (n = 27) of interviewers agreed interviewees conveyed themselves well during interviews. Over half of interviewees (65%, n = 182) and interviewers (51%, n = 18) agreed the virtual interview was fair or very fair for interviewee performance, regardless of age, race, or socio-economic status. However, many expressed a need for better internet access, equipment, and support, and a longer interview time to personally connect. Both new graduate interviewees (60%) and interviewers (75%) agreed virtual interviews are a suitable model for future use. However, some respondents indicated they preferred face-to-face interviews.ConclusionsThe use of virtual interviews to select new graduates is considered acceptable, cost-effective and sustainable, as well as fair by the majority of participants. Study findings inform policy development, future planning, support the use of flexible selection practices and provide other health care professionals with a virtual recruitment model to consider when developing strategies to grow their future health workforce.

A qualitative descriptive study of new graduate nurses’ experiences supporting breastfeeding women in neonatal settings

AimThe aim was to explore the experiences of new graduate nurses who provide support to breastfeeding women in neonatal care settings. The objective of this study was to explore the enablers and barriers that influenced new graduate nurses’ self-efficacy. BackgroundNurses have important roles in promoting and educating breastfeeding women in neonatal care settings. Although there are many studies that focused on nursing students and registered nurses’ experiences in supporting breastfeeding women, there is limited research about the experiences of new graduate nurses during their transition from universities to neonatal care settings as a registered nurse where they learn how to educate and support breastfeeding women. DesignA qualitative descriptive study. MethodsNine new graduate nurses who support breastfeeding women in neonatal care settings within Australia were recruited. Data was collected through semi-structured interviews via videoconference or telephone. Braun & Clarke’s thematic analysis was used to analyse the data. ResultsThis study found four themes: Preparedness, Emotions, Ongoing Learning, and Confidence. Barriers and enablers included support, time, consistency of information, and impact of stereotyping. The new graduate nurses did not initially feel prepared to support breastfeeding women due to their lack of knowledge. Participants’ self-efficacy enhancing strategies to help build knowledge and confidence supporting breastfeeding women included: a) frequent practice, b) having role models and seeking support, c) receiving encouragement and positive feedback, and d) interpreting their emotional feelings as a normal reaction to the learning process. ConclusionAdditional education should be provided during pre-registration education and on commencement of employment in neonatal settings to improve new graduate nurses’knowledge supporting breastfeeding women. Self-efficacy enhancing strategies can be used in partnerships between educational institutions and hospitals to support new graduate nurses to feel more confident providing breastfeeding support in neonatal care settings.

New graduate nurses and dementia care in acute care: A qualitative study

With the increasing older adult population, new graduate nurses will be providing care for patients with dementia more frequently. The purpose of this qualitative study was to explore the experiences of new graduate nurses when providing care for patients with dementia in acute care environments. We conducted semi-structured interviews with eleven new graduate nurses in Ontario, Canada. Three themes emerged from the thematic analysis: (1) building of vision and values; (2) clashing of vision and values; and (3) making do with what you have. Barriers to providing dementia care in acute care were similar to barriers experienced by non- new graduate nurses reported in the literature, such as challenges with responsive behaviours, maintaining safety and providing psychosocial care. Facilitators identified were supportive colleagues and early exposure to dementia care.

Shaping clinical imagination as new graduate nurses in maternal-child simulation

BackgroundCombined with traditional placement, simulation has been used as an experiential learning opportunity to integrate theory and practice in maternal-child nursing. Methodvan Manen’s phenomenology of practice uncovered the lived experience of new graduate nurses adopting maternal-child simulation in their practice. Narrative methods included a three-phased approach to phenomenological interviews to capture the new graduate's entry into practice. ResultsThematic analysis revealed four main themes: acting like a nurse, forming a clinical imagination, embodying the role of the novice nurse, and embracing in-situ simulation. DiscussionThe essence of being a nurse required immersion into the ethics of caring and creation of an optimal simulation debriefing using a skilled and thoughtful approach to trigger imaginative thinking. While an inventory of simulation in nursing education was deemed necessary to understand the current blend of traditional placement and simulation in practice education, the new graduate nurses in the study looked for specialty training, and exposure to advanced roles in the simulation experiences. ConclusionAn integrated traditional placement with the use of simulation fostered clinical imagination where the new graduate nurse visualized and embodied the role of the novice nurse. Future research is required to describe the impact of simulation on practice readiness.

Corrigendum

Journal of Clinical NursingVolume 30, Issue 1-2 p. 307-307 CORRIGENDUM Free Access Corrigendum This article corrects the following: Corrigendum Volume 30Issue 1-2Journal of Clinical Nursing pages: 307-307 First Published online: November 10, 2020 Correction(s) for this article Corrigendum Volume 30Issue 1-2Journal of Clinical Nursing pages: 307-307 First Published online: November 10, 2020 First published: 10 November 2020 https://doi.org/10.1111/jocn.15536 AboutSectionsPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Share a linkShare onEmailFacebookTwitterLinked InRedditWechat In Salem Alghamdi and Baker (2020), the Acknowledgement section was incomplete. The Acknowledgement section should read as follows: The authors acknowledge the support provided by the Deanship of Scientific Research at King Saud University, through the Research Center at College of Nursing. Furthermore, the authors are very thankful to all the associated personnel in any reference who have contributed to the purpose of this research. Reference Salem Alghamdi, M., & Baker, O. G. (2020). Identifying the experiences of new graduate nurses during the transition period to practice as a professional nurse. Journal of Clinical Nursing, 29, 3082– 3088. https://doi.org/10.1111/jocn.15344 Wiley Online Library PubMed Web of Science®Google Scholar Volume30, Issue1-2January 2021Pages 307-307 ReferencesRelatedInformation

Transition to Practice Experiences of New Graduate Nurses From an Accelerated Bachelor of Science in Nursing Program: Implications for Academic and Clinical Partners.

This study explored the transition to practice experiences of new graduate nurses and the effects of their education on their readiness to practice. This phenomenological study used two focus groups to gain an in-depth understanding of the lived experiences of these graduate nurses during their first year of practice, their perceptions of the effectiveness of their academic experience in preparing them for professional nursing practice, and clinical agency support. Three themes emerged from the focus group analysis: Practice Readiness, Work-Related Environmental Influences, and Being a Nurse. This study provides insight into the key issues surrounding the transition process experienced by new nurses and suggests ways to educate and successfully transition them into professional practice. Information gained from this study provides a beginning evidence base for other educators in both the academic and clinical settings interested in supporting successful transition to practice for new graduate nurses. [J Contin Educ Nurs. 2020;51(9):433-440.].

Identifying the experiences of new graduate nurses during the transition period to practice as a professional nurse.

To assess the impact of orientation programmes on new graduate nurses' transition periods. The transition of graduate nurses from students to the practising professional nurse is often found to be stressful. The study has employed a descriptive correlational design. The data were collected from 95 participants who were working as registered nurses in public hospitals in Al-Bahah region. Questionnaire was used for collecting data which was based on the Casey-Fink graduate nurse experience survey. SPSS software was used to analyse the results. The methods of this study are in line with the STROBE checklist. The findings indicated statistically significant relationship between preceptor's support and communication leadership, professional satisfaction and job satisfaction, whereas an insignificant relationship was observed between preceptor's support and organising patient safety. The results also indicated that new graduate nurses were uncomfortable while performing different procedures/skills independently. The study implied instigation of the structured orientation programme to overcome the challenges faced by the new graduate nurses in their transition period. The upsurge in the nurses' demand across Saudi Arabia makes this study highly relevant. It helps in optimising the transition experience of the nurses who are required to provide service in the acute sector.

New Graduate Nurse Transition Into the Intensive Care Unit: Qualitative Insights From a Longitudinal Study-Part 1.

Patients admitted to intensive care units (ICUs) are critically ill and suffer from life-threatening sickness of injury. To work in ICU, registered nurses require additional knowledge and skills. While practices regarding the hire of new graduate nurses (NGNs) into settings such as the ICU vary, it is common that NGNs are being hired. However, NGNs in general, are at a higher risk for turnover within the profession as compared to their more experienced colleagues. NGNs in ICU settings may be at higher risk of turnover due to the complexity of the care context. It is of particular importance that the experiences of NGNs in ICU be explored with the intent of identifying what these nurses experience but also to consider how they can be best supported during a period of transition. This manuscript reports the findings from a mixed design study that sought to understand the transition of a cohort of NGNs over a period of 2 years. This study used both a purposive and convenience sample of NGNs. The qualitative component incorporated Thorne's (2016) interpretive description. Face-to-faceinterviews were completed. Five themes were identified: an emotional transition, a social transition, a transitioning mindset, transitioning through firsts, and transitioning with confidence. Within each theme, there is a distinct difference and elements of transition were evident. Findings demonstrate that the NGNs appeared to be more confident in their skills and in their nursing practice over time. Findings from this study provide important insight into the experiences of NGNs in ICUs.

Good clinical support transforms the experience of new graduates and promotes quality care: A qualitative study.

To explore the clinical support experiences of new graduate nurses' (NGNs) and how these experiences influenced their learning, job satisfaction and skill development during their new graduate transition. As supervising NGNs is different to other groups, nurse managers must be aware of NGNs' unique needs to successfully transition to practice. Clinical support is crucial, but little is known about what is effective in supporting the learning and development of clinical capability in this critical period. Using a qualitative exploratory design, semi-structured interviews were conducted with NGNs working in a tertiary level teaching hospital in Sydney, Australia. Nurses were interviewed upon completing their 12-month transitional support programme (TSP) in late 2013-2014. Data were thematically analysed. Twenty-six NGNs were interviewed. Three major themes identified were as follows: (a) clinical support facilitates learning; (b) conditions required for good clinical support; (c) transforming me. Themes identified specific supportive strategies, including informal and formal clinical support to nurture confidence, competence, professional growth and increase satisfaction of NGNs. Findings describe essential clinical support practices for fostering successful NGN transition.

Transitioning to practice in long-term care: New graduate nurses' experience of an accelerated transition to nurse leader.

To describe the transition to practice experience of new graduate nurses in long-term care. Nursing is facing increasing pressures related to outpaced demands and a greater acuity of patients accessing services. Hiring new graduate nurses into long-term care (LTC) is a strategy to counteract these pressures, however, little is known about the transition experience of new graduate Registered and Licensed Practical Nurses in this setting. A qualitative, explanatory case-study design explored the transition to practice experience of seven new graduate nurses and the observations of two LTC directors from two homes. The study focused on the self-described transition to practice experience and those contextual factors present in LTC that influenced this experience. Thematic analysis of semi-structured interview transcripts and key document review were completed in 2017. Results of this study introduced contextual factors that must be considered in LTC as each influences the transition to practice experienced by new graduate nurses. These factors included five processes that resulted in an accelerated transition to practice experience: (a) struggling to meet expectations; (b) practicing in isolation; (c) relying on others; (d) developing skill and confidence despite challenges; and (e) recognizing complexity and value in LTC practice. The findings from this study refute universally applied transition to practice theory and contribute new understanding of the experience of the new graduate nurses in LTC settings. This study reinforces the need for greater support for nursing graduates in LTC settings.

Perceived needs and coping resources of newly hired nurses.

Objective:Newly hired nurses who do not transition well often leave their first nursing position or nursing prematurely, at great cost to themselves, the profession, hiring organizations and patients. The purpose of this secondary analysis study was to better understand the transition experience of new graduate nurses and experienced nurses as they moved to a new setting in nursing, and the preceptor’s role in that transition.Methods:Schlossberg’s Transition Theory provided the framework for the secondary analysis of a large qualitative data set that were collected from 118 newly hired nurses who were predominantly female and Caucasian with the majority being under the age of 30 years and having less than 1-year experience. The data available for secondary analysis included all transcripts from the original study.Results:Two main themes were identified: Institutional Support and Sense of Self.Discussion:Preceptors are critical early in the transition and the newly hired nurse continues to look for support beyond the first year of the transition. Hospitals should consider implementing transition to practice programs that support the newly hired nurse, to include those with prior experience, throughout the first year of transition and should also consider a mentorship program of support after the first year.