Phases of Transition for Nurses - Essay Example

of the Introduction Transition is the stage of progression when new nursing graduate evolves from student life to become an actual professional practitioner of a medical institution. Certain transformational adjustment, both in their emotional and psychological state (Duchscher, 2001) are essential to account to understand completely their behaviours whilst immersed in their new found work. Medical experts posited that there is such state of “transition shock” when they assume the actual responsibilities, roles, and professional relationship with co-workers and with patient, when they moved out from the academe to practice their profession (Duchscher, 2001). The gaps between theory and praxis will percolate within their system, as the abyss between reality and expectation brings innate confusion and perplexity. Phases of Transition for Nurses Duchscher (2001) explained that transition shock reinforces the need for new graduates to bridge their educational curricula with increasing workplace expectations with the aim of integrating new nursing professionals into such rigorous and dynamic context of healthcare practice. The transition phases include the following: a. The Honeymoon phase- this is the phase when a new practitioner attempts to reconcile one’s excitement and enthusiasm in the performance of job with such oozing expectations. New graduates express comfortability in the learning the variables from patients; not only settling on default information but also of other possibilities (Duchscher, 2001). They perform their new in accordance to standard policies of the practice in accordance to set of rules and standards set by the medical institution with hope that they will be accorded with necessary counselling, mentoring, guidance, and evaluative care from their respective managers (Duchscher, 2001). It’s like a part a developing relation when one is enthused in acquainting self on the routine of the new job and when one is also enjoying the recourse of reconciling expectations, assumptions and the evident realities in a workplace. Depending on the level of the maturity of the worker and her coping abilities, the adjustment will somewhat psycho-emotionally disturb him, but a skilled and adaptive worker can readily embrace the transition process. b. Shock and Rejection– The feeling of shock and rejection often happens when the new practitioner’s expectation and assumption seemed to be incompatible or is in a mismatched to the empirical realities and demands of one’s job. When the feeling of shock is not remedied or not responded positively, frustration and disappointment may seep in the practitioner’s system. Confronted by this possibility, it is significant that neophyte healthcare provider should be oriented thoroughly of the demands of the job, the policies inherent in their respective duties, the potential stresses that their profession entails, as well as the standards imposed upon them as institutional protocols of the profession. Such orientation will help them cope from the competitive nature of their profession that require their core competence and positive attitude in dealing with the multiple tasks embedded in healthcare delivery. Guidance, mentoring, and professional support from the medical institution’s management could help provide psycho-emotional balance to new practitioners amid variants present in medical care. It is also significant that new practitioners are able to understand exactly the caring profession hence, there is an imperative for them to act in accordance to their professional and ethical goals while providing support and compassion to patients or clients. Healthcare advocates should fully transcend the hassles and stresses of criticism, lack of support, or maybe those mockeries-- at an optimal level to meet their oath and to cope against potential rejection. It is therefore important that they too are able to understand the entire operational mechanism and framework of healthcare delivery and the system on how each work contribute to the overall fulfilment of organizational goals. c. Recovery - New practitioners will be able to recover psycho-emotional balance when they are able to completely adjust and match their expectations and assumptions with their professional demands and standards. This is the period when they have completely understood the relevance of interdependence, collaboration, and interrelationship within the workplace to fulfil their goals. By these, practitioners are able to appreciate the transition phases as procedural aspect for professional growth and a way of appreciating the challenges inherent in the performance of duties. The performance of evaluation and monitoring could help them appreciate their strengths and opportunities; correct their weaknesses and resolve those matters that can pose threats that could limit their maximum performance. These stages would indeed change or alter the lives of a practitioner from scholastic environment to an actual dynamic roles—progressing from honeymoon (first phase), where practitioners enjoy levels of excitement and exhilaration, to the phase where there is shocking revelation of the praxis of their profession that may disrupt their orientation and may end them disillusioned (Duchscher, 2001). However, the transition is temporary and will enliven them to reach the phase of resolution and acceptance as they return to a state of balance (Duchscher, 2001). Often the adjustment phase would ensue within three months. The succeeding two months perceptually demonstrate their integration to their lifework, orientation, and enjoyment of practical focus in their profession (Duchscher, 2001). Scholars cited that some common of the problems of new healthcare practitioners are lack of confidence on their performance, relational adjustments with colleagues, levels of workloads, and the need to prioritize matters based on reasonable decision-makings and care judgements. They also have to grapple with their relation with physicians whose workloads are also equally dynamic and with motley of challenges. In the entire scale, the scholars, as new practitioners, will also improve their state either in a linear, prescriptive, or progressive transformation. Interview: Narrative of RPN In an interview with Nurse X, she reckoned her emotional excitement when she completed her nursing course from a prestigious university. Joy was most felt when she was accepted to work as a nurse in a medical institution within their locality against the number of young professionals seeking employment nowadays. For her, her introductory adjustment in the workplace consisted of meeting the demands of her work. She also needed to adjust her emotional and psychological state to varying patients’ needs and on her relation with co-nurses and with other medical practitioners. The shifting of hours at workplace also added to the adjustment. In period when there is influx of patients, they too need to improve their efficiency too to meet patients’ needs. There are times when she would think that the lessons she learned from school is insufficient and made her disoriented. She reflected on the need to heighten her cultural sensitivities too to address the needs of patients. On the administrative aspect, she also needs to make their reports for record keeping and for documentation. She recognized that there is indeed fluctuation of moods to adjust to and some discoveries to appreciate about. But constant dealing of these experiences helped her realize that the processes are consistent to medical practice standards and that there are no works in this world without measures to adapt to. She also realized that organizations, like a medical hospital have systems and policies. Adjustment is not an automatic machine that can be fixed immediately as response to situation. For her, this is a natural progression in life and in practicing the profession. Like any other profession, adjustment, learning and knowing as well as mastering, are parts of it (Duchscher, 2001). Nurse X related that sometimes, when the demands sap her strength, it cannot be avoided that she would come home weak, discouraged, and bit hopeless. The compensation however and some appreciations from co-workers and staff enliven the feeling. The paradox of emotional ambiguity and of the benefit of opportunity inherent to nursing profession is something to personally balance about (Delaney, 2001). Reflection on New Nurses Transition In reflection, medical profession, like any other profession, has its learning curve too for its human resources. The new graduates must learn to be comfortable to adjust on the practical part of their profession. There might be some level of insecurity being a neophyte of the industry but all these things can be learned and mastered provided one must endure and maintain the courage to perform their roles and responsibilities. They also need to develop team-building to be able to collaboratively work together. There might be instances when practicing the required skill is frightening but all would be well when one will be able to master the skills required. An encouraging conversation with leaders will also help neophyte healthcare practitioners attain such maturity level and self-confidence in dealing with the challenges. This could help resolve issues of inadequacy and incompetence for them to improve their sense of acceptance. This kind of conversation will help them attain acceptance or conformity with the system and their roles as nurses. Understanding through mentoring could assuage their feelings and eventually learn to move forward. When they have advanced to the level of acceptance, practitioners will be able to recognize that imperfections can be corrected via transformational phases. It can also help them grow by modifying their practices to meet practical standards. Support system therefore is essential to balance and improve their inefficiencies. These empirical learning processes will help them enjoy positive role transition to make themselves more purposeful and optimistic. Some scholars considered this transition phases as consistent to the need of improving or renewing capacities --of their hearts and minds, to make themselves effective in the delivery of their services. True, the job, being dynamic and rigorous, is stressful. But coping mechanism can be appreciated for them to enjoy their relations and the opportunities they could rake from medical institution. Conclusion Assuming the challenges of new work and work environment has some transitional phases to undergo through. The process is maybe discomforting, challenging, mentally and heart-wrecking but this inherent changes are normal and part of attaining expertise, maturity, and excellence in healthcare service delivery. However, though expertise may qualify their skills and capacities for growth, but nurses shouldn’t forget that energies are best enjoyed when performing the job is also offered to Almighty God to help them provide guidance. The process of becoming is not only ruled by theoretical frameworks and standards of profession but also by leap of faith so that those sad experiences can be offered to God in the hope of relinquishing confusion, stress, depression and mixed feelings to attain such transition. Inner peace and balance can be restored when they will be able to pass through the transition phases with positive values and optimism held at better perspectives. References Delaney, C. (2003). Walking a fine line: Graduate nurses’ transition experiences during orientation. Journal of Nursing Education, vol. 42(10), 437-443. Duchscher, J.E.B. (2001). Out in the real world: Newly graduated nurses  in acute-care speak out. Journal of Nursing Administration, vol. 31(9),  426-439. Read More