Transition Experiences Research Articles

Narrative Coherence and Relational Agency: Unraveling Transitions Into and Out of Alberta Correctional Facilities for People Living With HIV.

Incarcerated populations in Canada face significant health and social challenges during transitions into and out of correctional facilities. These transitions around facilities pose disproportionate barriers to care for people living with HIV. Further research is crucial to comprehend these challenges and reimagine care concepts for people who experience structural marginalization. In this article, experiences of transitions into and out of Alberta correctional facilities for people living with HIV are explored using narrative inquiry. Conducted in a Western Canadian city from 2021 to 2022, the inquiry revolved around two men living with HIV and a history of incarceration. Through co-creating field texts and narrative accounts, their unique experiences of transitions were explored through a collaborative process of analysis. Narrative threads from Bruce and Kyle showcased a lack of narrative coherence and the presence of tensions in their lives, while also emphasizing relational agency. The findings provide avenues for health, social, and justice practitioners who support and care for individuals living with HIV and a history of incarceration to think differently about transitions. By highlighting the importance of attending to the unique identities of individuals and relationships from a position of relational agency, the study advances our understanding of transitions. Recommendations for practice and policy include (a) fostering relational agency among practitioners; (b) challenging conventional views of transitions around correctional settings; (c) incorporating peer-based programming into support services; and (d) reconsidering health, justice, and social systems to better support communities disproportionately affected by high rates of incarceration and HIV.

Fossil Fuel Layoff: Capturing Decarbonization Impacts on Workers Through a Refinery Closure

We surveyed and interviewed oil refinery workers who lost their jobs when a refinery in California shutdown in October 2020 to document post-layoff employment outcomes. Workers experienced post-layoff median hourly wage losses of 24 percent, a 26 percent unemployment rate, and reported frustrating job search experiences marked by a difficulty to convey skills to new employers. Our study harbingers future transition experiences of fossil workers and identifies social insurance responses that could inhere within climate change policies to shield workers from economic risk. Workers identified a need for third-party certification of their skills, benefits negotiators, and wage supports.

What can be done to ease the transition to becoming a new paediatric registrar?

BackgroundThe transition period of becoming a new paediatric registrar has limited study. Consequently, the learning needs of such trainees are unclear including educational interventions that may improve the process. This qualitative study examined the negative and positive experiences of transitioning paediatric trainees to identify learning needs and subsequently derive educational interventions that are perceived to ease transition.MethodsThis was a qualitative study of semi-structured interviews with Wales deanery paediatric speciality trainees 3 and 4 (ST3 and ST4) undergoing transition to registrar. Participants were asked to recall one positive and one negative experience during transition using the critical incident technique (CIT). Transcribed responses were coded and thematically analysed and categorised into higher and lower order themes.ResultsSix paediatric trainees were interviewed for the study. A total of eighteen codes relating to learning needs were identified and dichotomised into two higher order themes; clinical skills, and leadership and management skills, with further exploration into lower order themes. Clinical skills included child protection procedures, difficult communication with relatives, emergencies, childhood death, difficult procedures, tertiary level neonatal care, managing family anxiety and expectations, dealing with uncertainty and running clinics. Leadership and management skills involved clinical decision making by new registrars, leading ward rounds, managing workload, leading a team and supervising junior colleagues. For educational interventions, sixty-seven initial codes were recorded and combined to form thirty-two lower order themes under six higher order themes. This outlined six educational interventions perceived to ease the transition to the registrar grade including; acting up whilst a senior house officer, seniors providing feedback, seniors providing support, staff providing support, trainee familiarisation with the new registrar placement and trainees maximising SHO learning opportunities.ConclusionsThis study provided a grounding upon which further research can be based, by identifying learning needs within the themes of clinical skills and leadership and management skills, as well as providing further descriptions of perceived beneficial educational interventions that ease transition to paediatric registrar. Furthermore, this study proposes evidence-based recommendations involving five key stakeholders to improve the experience of transition for future trainees. These stakeholders include; trainees, seniors, educators, nursing staff and rota coordinators.

The influence of educational transitions on loneliness and mental health from emerging adults’ perspectives

ABSTRACT Educational transitions can influence loneliness and increase mental health issues for young people transitioning between educational stages. The aim was to explore the link between educational transitions and emerging adults’ loneliness and mental health and how they perceive they can alleviate and/or improve these issues. Semi-structured qualitative interviews with a total of 12 emerging adults, 10 females and two males aged 18–29 (mean age, 22.91) were conducted. Data were analysed using qualitative content analysis. Emerging adults’ loneliness and mental health across educational transitions could be influenced by changes to their sense of security, for example concurrent transitions, increased academic demands, changed social network, insufficient attachment, lack of community, or changed physical environment. Transitions can be associated with positive expectations and self-development but also worry, emotional turmoil, loneliness, and mental health issues. A better transition experience can be enabled by increasing resources and activities and promoting a secure environment.

Role transition experiences of female novice head nurses: An analysis using hermeneutic phenomenology

Background & Aim: In Taiwan—where the collective tends to be prioritized over the individual—gentleness, sacrifice, and obedience are prized qualities in the overwhelmingly female nursing workforce. Nevertheless, role changes and overlapping hierarchical boundaries often lead to stress. This study examined the role transition experiences of female novice head nurses in Taiwan. Methods & Materials: This study adopted an approach of hermeneutic phenomenology. Purposive sampling and snowball sampling were used to identify participants on Facebook who met the inclusion criteria. Considering the study purpose, the sampling criteria were as follows: female, seniority of an incumbent head nurse of 6–30 months, ability to communicate in Mandarin, willingness to participate in the study, and willingness to participate in recorded interviews. Nurses working at the same hospital as the researcher were excluded. The participants were interviewed to gain information regarding their experiences during the role transition process. Results: Ten female novice head nurses were recruited. The adjustment process of novice head nurses revealed the hierarchical culture of Taiwanese nursing. During this process, the participants encountered conflicts in role transition, adjusted their approaches, established their roles, and achieved professional success. The introduction of Western management styles to Taiwan inevitably creates cultural conflict that complicates the transition of novice head nurses into their new roles. Conclusion: Nursing organizations must consider cultural factors when helping novice head nurses transition to their new roles. Support systems and role models should be provided to help novice head nurses navigate the transition to their new roles.

A systematic review of international students’ experiences transitioning from non-Anglophone high schools to universities in Anglophone settings

ABSTRACT This systematic review explores the extent and nature of research on the experiences of international students transitioning from non-anglophone high schools to universities in anglophone settings and then curates and synthesises the empirical evidence on their experiences. An extensive and systematic search of the literature revealed 1247 potentially eligible papers. After screening, eleven empirical studies were deemed suitable for data extraction for narrative synthesis focusing on students’ transitional experiences. The university destinations in the included studies were the USA (n = 8), Canada (n = 2) and a variety of English-speaking university destinations (n = 1). Seven of the included studies were cross-sectional, and four studies were longitudinal. Results showed that previous studies have explored students’ decision-making processes, university and international readiness, and language and identity development. Five studies suggested the need for longitudinal perspectives to better understand student participants’ transition. Four studies proposed to incorporate the perspectives and impact of relevant stakeholders in investigating students’ transitional experiences, including students’ families, teachers, peers, and university professors. This review calls for more targeted, rigorous, and longitudinal studies to better understand and enhance international students’ experiences studying abroad.

Caregiver burden and therapeutic needs in dravet syndrome - A national UK cross-sectional questionnaire study

Background and objectivesDravet Syndrome is a severe developmental and epileptic encephalopathy with significant care needs for affected individuals and families. Our objective was to characterise the caregiver burden and therapeutic needs of families caring for an individual with Dravet Syndrome from child to adulthood, to examine age related differences in co-morbidities, and identify current gaps in health and social care. MethodsCross-sectional national survey conducted by the patient advocacy group Dravet Syndrome UK (DSUK) emailed to registered families caring for an individual with a confirmed diagnosis of Dravet syndrome. To characterise the sample, quantitative data on demographics, diagnostic journey, co-morbidities, therapies, healthcare utilisation, social care and funding, and impact on family life were collected. Qualitative data were analysed using grounded theory to develop a model of impact and service need. Results165 out of 381 families (43 %) responded. 90 % of adult Dravet syndrome patients waited >12 months to receive a diagnosis, compared to 25 % families with a young child (p < 0.001). 96 % reported intellectual disability as co-morbidity, more frequently observed in older Dravet syndrome individuals (p < 0.001), alongside autism/autistic-like symptoms (χ2 = 15.3, df = 3 p = 0.001) and scoliosis (χ2 = 28.4, df = 3, p < 0.001). Sleep problems are associated with greater impact on caregiver's mental well-being (χ2 = 13.2, df = 2, p < 0.001). 77 % of families wished more discussions about sudden unexpected death in epilepsy (SUDEP) and 50 % rated the paediatric to adult transition experience as ‘poor’. 90 % of caregivers were unable to continue working as normal with negative impact on their quality of life (p = 0.024) and mental well-being (p = 0.007). DiscussionFamilies are profoundly impacted by Dravet syndrome. Their experience changes over time as people with Dravet syndrome become older and present with increasing levels of health, cognitive and behavioural comorbidities. Families will benefit from improved communication with health care professionals, psychosocial interventions and better access to social care.

Re-designing the experience of transition into nursing homes: A Singapore study

Introduction Transition of senior adults from community into nursing homes (NH) is a challenging event for both the senior adults and their family. Even with the introduction of new service models, studies continued to advocate that the navigation of services should remain simple and streamlined. In relation to the ‘wicked problem’ that persist, design thinking methodology and tools can be adopted to address the unacceptably huge gap between the services that NH operators aim to deliver and the actual service that is delivered. The study aims to understand the experience of senior adults transitioning into NH from the design thinking approach. Methods A phenomenological research design was used with 10 senior adults recruited. The protocol consisted of three 8-h sessions, in-depth observations of the participants in an NH environment and a 45-min semi-structured interview with the participants to understand their experience of transition into a NH. Results Four distinct phases were unravelled to illustrate the transition process. Four personas were also created to represent the types of senior adults who are likely to transition into a NH. Main factors that influence the experience of transition include (1) emotions of the senior adults, (2) support provided during the transition, and (3) frequency of visitation by others. Conclusion The study validated the complexity of transition into a NH. Using the design thinking methodology and tools, such as interviewing with empathy and the creation of personas, findings can be used to develop a service model that addresses the challenges of seniors’ transition into a NH.

Student perspectives on student-led family medicine clinics in Qatar: a descriptive qualitative study

BackgroundStudent-led clinic is an educational-professional training environment where students are leading the care of patients under the supervision of licensed health care professionals. This study aims to explore medical students’ experiences in leading family medicine clinics in Qatar.MethodsThe study used a qualitative descriptive method. To collect the data, the researchers have used semi-structured interviews. To recruit students, a convenience sampling strategy was used by sending a call to participate to all students who completed the rotation and met the inclusion criteria. An inductive thematic analysis was employed to data analysis.ResultsTen students participated in the study. Data analysis revealed six themes. These are: Student led clinic as transitional and transformative stage, Challenges faced by students, coping strategies, protective factors, implications of the experience and students’ reflections for future rotations. The study revealed that students experienced a mixture of anxiety and excitement during the transition to leading clinics. Challenges included patient-related challenges such as language barriers, challenges related to personal skills such as time and knowledge, and institutional challenges that included limited supervisor availability and balancing academic responsibilities with clinic duties. Coping strategies included continuous knowledge revision, seeking advice from colleagues, and employing creative tools to overcome language barriers.ConclusionLeading family medicine clinics has an impact on students such as enhancing their time management, diagnostic abilities, communication skills, and confidence. Support from supervisors, team members, patients, and colleagues play a crucial role in students’ experiences. This transitional experience supports the shift from self-perception as students perceiving themselves as physicians.

Concept Analysis: The Occupational Experiences of Long-Term Care Nurses-Navigating Fragmented Transitions.

Transitions are broadly defined as movements from one place, stage, or subject to another. However, transitions which are broken and incomplete are referred to fragmented transitions. The aims of this concept analysis were to analyze the navigation of fragmented occupational transitions among long-term care nurses and to develop a working conceptual definition of fragmented occupational transitions to inform diverse stakeholders. Concept analysis. Google Scholar, PubMed, and the Cumulative Index of Nursing and Allied Health Literature databases were accessed. Identified sources were interprofessional scholarly literature published between January 1, 2018, and January 1, 2024, and seminal references. Walker and Avant's eight-stage concept analysis method. Occupational transitions in long-term care are fragmented leading to grievous challenges across multiple aspects of nurses' lives. An analysis of the literature using a Transitions Theory lens reveals that their thoughts, feelings and ethical decisions are influenced over time by these transitions. Cardinal attributes include: (1) Fragmentation, (2) Ill-timing, (3) Disruption, (4) Liminality, (5) Ambiguity, (6) Ambivalence and (7) Facilitators/Inhibitors. Antecedents stem from external sources and facility-led initiatives. Consequences encompass product and process outcomes. Product outcomes include physical and psychological conditions, and process outcomes encompass resilience, flexibility, connection, coping, creativity, and communication. This concept analysis advances the science for understanding nurses' occupational transitional experiences in long-term care. It will assist in risk assessment and instrument development ultimately improving the quality of long-term care. Fragmented occupational transitions in long-term care are multifaceted and complex phenomena that require distinct responses from government, healthcare leaders, and scholars to improve the plight of long-term care nurses and stakeholders. Dr. A. I. Meleis contributed to this article by sharing her vast insight into transitions.

Barriers and facilitators of transition of adolescents living with HIV into adult care in under-resourced settings of Southern Ethiopia: a qualitative study

BackgroundAdolescence is commonly perceived as a distinct and typically healthy stage of life. However, in regions with a high prevalence of HIV, like Ethiopia, numerous adolescents are contracting the virus. Upon testing and diagnosis, they encounter care-related issues, particularly barriers and facilitators of the healthcare transition from adolescent to adult clinics. Hence, the study aimed to investigate the barriers and facilitators influencing the transition of adolescents living with HIV (ALWHs) in the resource-limited settings of Southern Ethiopia.MethodsThe research employed a phenomenological study design with a qualitative methodology. Purposive sampling was used to gather data through in-depth interviews (IDIs) and focus group discussions (FDGs) involving ALWHs and their parents. The data analysis followed Van Manen’s principles.ResultsFollowing Van Manen’s guidelines, the data analysis revealed a conceptual framework with two major themes: “Barriers” and “Facilitators”. The theme barrier was derived from three sub-themes including behavioral barriers, social barriers, and system barriers in the transition. The theme facilitator was derived from four sub-themes including self-acceptance as an adult, a desire to experience new things, a supportive family, and friendly healthcare services. The study identified three levels of factors influencing the transition into adult clinics: individual, family/peer, and healthcare-related factors. The barriers to transition included lack of knowledge, being in a romantic relationship, psychosocial struggles, perceiving us as immature, stigma, negative peer pressure, lack of timely disclosure, absence of transition guidelines, disrespectful treatment, and absence of separate clinics. On the other hand, facilitators such as self-acceptance as an adult, desire for new experiences, family support, informed support and promising outcomes, flexible appointment scheduling, and psycho-social support groups were found to improve the transition process and enhance the overall well-being of adolescents living with HIV.ConclusionThe study highlights the complex transition process for ALWHs into adult healthcare. Barriers such as lack of knowledge, stigma, and disrespectful treatment pose challenges during this critical period. Conversely, facilitators like self-acceptance, family support, and youth-friendly healthcare services can enhance the transition experience and well-being of ALWHs. Collaborative efforts among ALWHs, families, and healthcare providers are crucial for successful transitions and improved health outcomes. Separated clinics catering to the unique needs of ALWHs are recommended to address privacy concerns.

Agency and voice: Using critical theory to reposition children from refugee backgrounds when considering their transition to school in Australia

AbstractA wide range of benefits are associated with children's positive transition to school. Applying a critical sociological lens in understanding transitions allows for cycles of sociocultural inequality to be challenged and disrupted. This is of particular importance for understanding transition experiences of children from socially demarcated groups, such as children from refugee backgrounds. This paper outlines how critical sociological theory can be used to identify settler‐colonial ideology and to unpack how children are understood and positioned within their broader sociocultural context, and how this understanding can lead to a strength‐based approach that recognises the rights, agency and voice of children and their families.

DiaBetter Together: Clinical trial protocol for a strengths-based Peer Mentor intervention for young adults with type 1 diabetes transitioning to adult care

BackgroundType 1 diabetes (T1D) management is challenging for young adults, who are expected to transfer from the pediatric to adult T1D healthcare system while also managing typical developmental demands (e.g., social, financial, work/school, residential). Many young adults have extended gaps in care before following up in adult care, increasing risk for poor health outcomes. There are few evidence-based programs to support young adults with T1D to promote a timelier transition during this period. This paper reports on the design of DiaBetter Together, a randomized controlled trial to evaluate a 12-month Peer Mentor-delivered intervention compared to usual care among young adults with T1D during the transfer from pediatric to adult care. MethodsOne-hundred young adults (age 17–25) with T1D and 29 Peer Mentors enrolled in this randomized clinical trial. Peer Mentors are experienced, older young adults with T1D, trained by the study team to share transition experiences and strategies to successfully navigate the adult healthcare system, help young adults prepare for the first adult care visit, and use strengths-based support strategies to teach and model skills for managing T1D-related challenges. ResultsThe primary outcome of the trial is HbA1c, and secondary outcomes include time to adult care, engagement in diabetes self-management behaviors, and psychosocial well-being. ConclusionThe goal of this research is to evaluate a developmentally appropriate, supportive intervention that can improve T1D self-management and successful transfer of care during the difficult young adult years and promote optimal T1D health outcomes.

Navigating transitions: a qualitative study of nursing teams' experiences of educational and cultural transitions in Germany.

The global migration of health professionals in general and nurses in particular, has led to nursing shortages and socioeconomic impacts on health systems in both source and destination countries. Adding to the complexity of the situation is the fact that the nursing profession itself is evolving from a vocational to an academic one. Although nursing migration and academization have been studied from either an institutional or an individual perspective, there is a gap in the literature regarding how nursing teams experience these transitions. This study aims to explore how nursing teams navigate through the transitions of academization and internationalization of the current dynamic nursing landscape in Germany. Based on social constructivism epistemology this qualitative study involved face-to-face focus group discussions conducted at several hospital sites in Germany from September 2021 to May 2023. The focus group discussions were audio-recorded, transcribed, and analysed using content analysis; the four dimensions of transition theory according to Schlossberg's Four S (4S) framework (self, situation, support, and strategy) were used as a priori items to construct the coding framework. Nine focus group discussions were conducted with a total of 40 nurses from different educational and migrant backgrounds. The analysis showed that the transition experiences of the nursing teams were heterogeneous, with educational and national backgrounds playing an important role in how realistic their expectations of their professional roles and identities were. The dynamic situation characterized by a shortage of qualified nursing staff, increases the pressure on nursing teams and underscores the importance of employer-provided and peer support. Onboarding and communication are key strategies used depending on the duration of the employee turnover. This study provides insights into the challenges and coping strategies of nursing teams in the current dynamic scene of migration, academicization and professional socialisation in Germany. Extending the Schlossberg 4S framework from the individual to the team perspective provides a comprehensive view of the transitional experiences of nursing teams. Within each domain of the framework, the experiences of nursing teams are remarkably diverse. Educational background (vocational or academic) and origin (German or foreign trained) play an important role in shaping the transitional experiences of nursing teams.

Systemic vulnerability as a lens to explore young people’s experiences of transition from alternative provision settings to post-16 mainstream education

ABSTRACT This paper considers the experiences of transition for young people from alternative provision (AP) to post-16 mainstream settings, drawing on an online survey distributed via Headteachers of AP/ post-16 institutions to staff and young people in a large local authority in the Northwest of England. It reflects on previous transition research and argues that transition can be viewed as a site of vulnerability for young people, with consideration of transition from a lens of vulnerability apparently absent in previous research. The pervasive narratives describing young people in alternative provision as “vulnerable” are critiqued, as well as some of the issues in conceptualising vulnerability. “Toblerone model” of relational spaces of vulnerability has been reconceptualised in this paper to model the possible sites of vulnerability that impact on the transitions young people make from alternative provision to post-16 mainstream settings. The paper concludes by presenting an adapted model of vulnerability which could be used to reconsider some of the issues which may impact on young people’s transition to post-16 settings, before and after the point of administrative transfer, and provide the staff who support them, both in alternative provision and in the transfer setting, with new possibilities for action.

General practice trainee, supervisor and educator perspectives on the transitions in postgraduate training: a scoping review

Transitions are a period and a process, through which there is a longitudinal adaptation in response to changing circumstances in clinical practice and responsibilities. While the experience of the transition...

Experiences of Digital Transitions in Health and Social Care Services in Later Life: Findings and Reflections from a Collaborative, Interdisciplinary Exploratory Review

Health and social care services are increasingly shaped by the emergence of new digital developments. Research suggests that older adults are less likely to use digital devices and, therefore, risk missing out on essential health and social care services as these become more digital by design. We carried out an exploratory literature review using the terms ‘onboarding’ and ‘offboarding’ within the design, engineering, health, and social science literature to understand how researchers are currently thinking about older adults’ digital service needs, informed by discussions of stakeholder engagement with older adults in Edinburgh to explore their own experiences of digital transitions. The review process was implemented based on the methodology of Arksey and O’Malley for scoping reviews, and the findings were reported according to the PRISMA-ScR checklist. The databases used were Web of Science, PubMed, CINAHL Plus, IEEE Xplore, Engineering Village, PsycINFO, ASSIA and ACM. In total, 18 studies were finally included. Our findings show different interpretations of onboarding across disciplines and a lack of use of offboarding in the design of digital interventions. Additionally, our findings reveal inequalities in digital onboarding, as evidenced by the limited number of studies. Finally, we share a snapshot of our findings, together with reflections on interdisciplinary and collaborative processes.

Make new friends, leave my friends: A dialogical investigation into transition experiences and agency in children from UK Armed Forces families

AbstractThis article provides new perspectives on the transitions of children from military families. It examines the experiences and agency of a group of UK primary‐school Service children who were undergoing far‐reaching transitions while participating in an arts‐based research project. Transitions are conceived here not as events, such as school moves, but as processes of changing, the dialogical interplay between ever‐changing socio‐cultural and physical environments and the psychological work individuals undertake in response to change. This reconceptualisation of transitions shifts attention away from children's resilience, or lack thereof, and towards unique, nuanced understandings of their subjective experiences and priorities. Presenting multimodal pieces created by three children as they explored the question, ‘What's it like to be a Service child in this school?’, I describe their diverse and agentic responses to their changing circumstances, as they sought to mitigate anticipated and past losses and perceived disadvantage and to use their transitions as positive opportunities for self‐development. Although punctuated by observable moments of change, this transition work happened over an indefinite timescale, highlighting a need for long‐term support informed by understandings of children's agency and priorities. Such support and insight may be achieved through developing spaces for multimodal dialogue with Service children.

Improving the patient experience of transition from hospital to home after stroke: a service evaluation

The period when a patient returns home from hospital after a stroke can be a challenging time. There is often a need for patients to be discharged quickly; therefore, a poor discharge experience for patients and their carers is consistently reported. Individuals can feel anxious and unsupported during this period. The aim was to conduct a service evaluation and improvement project in a regional stroke service to explore the experiences of patients being discharged home from the Acute Stroke Unit with support from the Early Supported Discharge Service. Specific elements of a previously validated questionnaire were completed by nine participants. The service evaluation built on previous research and expanded the data by including patients with communication or cognitive difficulties. Patients generally had a positive experience of discharge home from hospital. Most patients received the information they needed and felt involved in discharge decisions. However, one-third of patients experienced a delay related to waiting for medication. The need for psychological support was identified. A collaborative approach involving patients and professionals is suggested to create changes in stroke services. Patients should be offered psychological support and medication delays should be addressed. Any subsequent study would be improved by recruiting a larger number of participants, particularly from more diverse ethnic groups, and offering the option of online or hard copy questionnaire distribution.

Study on the Pathway of Energy Transition in Inner Mongolia under the "Dual Carbon" Goal

As an important strategic energy base in China, Inner Mongolia's energy exports are dominated by coal and electricity. Under the background of "double carbon" target, the energy transition of Inner Mongolia is of great significance to China’s energy security and carbon emission reduction. Based on the energy policy simulation model (EPS model), this paper explores the path of energy transition in Inner Mongolia by constructing the scenarios of developing renewable energy, developing CCS technology and carbon pricing, and simulating the policy situation based on the reality of Inner Mongolia and the energy transition experience of developed countries and regions. The results show that (1) The energy production and power generation under the development of renewable energy scenario (RE) and carbon pricing scenario (CP) are lower than the "Business as usual" scenario (BAU) for a certain period of time, which affects China's energy security. However, by 2060, power generation and energy production under both scenarios exceed the BAU scenario, and the energy production structure is dominated by renewable energy in both cases. (2) If the Inner Mongolia government focuses on short-term carbon emission reduction, the government should actively promote the establishment of a carbon emission trading market and increase the use of renewable energy through the improvement of the carbon pricing mechanism to promote carbon emission reduction in Inner Mongolia. If the Inner Mongolia government focuses on long-term energy supply stability, it should vigorously develop CCS technology.