کد مقاله | کد نشریه | سال انتشار | مقاله انگلیسی | نسخه تمام متن |
---|---|---|---|---|
368667 | 621589 | 2013 | 6 صفحه PDF | دانلود رایگان |
![عکس صفحه اول مقاله: Graduate nurses' transition and integration into the workplace: A qualitative comparison of graduate nurses' and Nurse Unit Managers' perspectives Graduate nurses' transition and integration into the workplace: A qualitative comparison of graduate nurses' and Nurse Unit Managers' perspectives](/preview/png/368667.png)
SummaryA three-year longitudinal qualitative study was undertaken to compare graduate nurses' (GNs') and Nurse Unit Managers' (NUMs') perceptions regarding the workplace factors that affect GNs' during the first year of clinical practice in a regional context in Victoria, Australia. In the first year a pilot study was used to develop a qualitative survey seeking information about GNs' transition experiences. Over the next two years 69 GNs and 25 NUMs from one health organisation completed the qualitative survey. Based on the literature and a pilot study, a directed content analysis was used to code the qualitative survey data into two initial categories: job-related and personal stressors. Themes within the two categories were subsequently identified and refined. GNs' and NUMs' perspectives were compared in relation to the categories and themes identified. GNs and NUMs differed with respect to perceptions of unprofessional workplace behaviour and coping with death and dying. GNs were more likely to report unprofessional workplace behaviour than NUMs and this was identified as a main factor affecting workforce integration. Alternatively, NUMs were more likely than GNs to report that coping with death and dying was a major issue. GNs and NUMs were found to hold similar perceptions in relation to shift work and the importance of emotional support. These findings suggest that NUMs and GNs do not always have a shared understanding of the stressors that GNs face in the first year of clinical practice. Further research in other contexts is necessary before any conclusions can be drawn.
Journal: Nurse Education Today - Volume 33, Issue 3, March 2013, Pages 291–296