Potential Challenges to Successful Transition to Graduate Nursing Practice - Coursework Example

Potential challenges to graduate nursing transition Name: Institution: Potential challenges to graduate nursing transition Abstract The transition of new graduates to professionals is a tough process. In many cases, more than half of the new graduates abandon their role before the end of the first year. Nurse internship programs have shown major improvement in the successful transition of new graduates. It has demonstrated decreased levels of turnover at one year of hire, unlike the previously used orientation programs. Majority of new nurses face complexity in matching their practice preparation with prospect at the place at work (Aitchison, 2007). Leadership training is the major interventions that assists nursing professionals and managers build-up and make use of the most excellent of their talents, capabilities and gifts. The need for leadership in nursing is growing at an increasing rate. As they face challenges, the courageous individuals will move to ranks of greater authority. In an attempt to discover the challenges experienced by graduate nurses as they undergo transition, scientists have conducted a few studies.. This paper aims at identifying the potential and hidden challenges that nurse graduates encounter during their transition period into roles of amplified duty (Algase, 2007). As the present health system disaster create room for new leaders, those who decide to take promotions meet many challenges. The most obvious challenges include getting used to new content skills, learning new managerial methods and familiarizing with new teams. The least expected challenges include; issues of self-respect, boldness, embarrassment, critics, diligence, new limits, and getting a unique leadership style (Hessel, 2009). Introduction The clinical setting creates marvellous chances for student graduate to gain experience on clinical competencies in the nursing occupation. The learning that occurs in this atmosphere exposes the nursing graduates to many challenges that are different from the ones present in a classroom set-up and causes new nurses to be faced with noteworthy amount of hesitation and nervousness. Uncertainty results from the lack of opportunity to gain proficiency in the nursing field. The factors leading to this occurrence are; staff inaccessibility, lack of equipments to perform the nurse duties and fulfil the requirements of patients, trouble in the nursing schools expectations and the nursing staff in the hospitals, and ignorance of the challenges and needs of new nurses by professionals. In most cases, supervision from senior professionals is inadequate (Hessel, 2009). Stages of transition theory The stages of transition refer to the process where nursing graduates (NGs) undergo stage of responsibility and knowledge gain. The first four months are a period of adjusting and adapting to, as well as putting up with what they find in the working environment, and the reality world. New graduates have little energy and time to overlook the immediate responsibilities put before, them, and the ‘shock state’ requires them to survive the experience without expressing emotions of anxiety or demonstrating their incompetence. (Locsin, 2002). The next stage of professional duty includes the following five months of the NGs’ workplace orientation period. In this period the nurse advances in their way of thinking, skill proficiency and knowledge level. In the progress of this period, the NGs relieve the anxiety and gain comfort in their new professional responsibilities. They face challenges that contradict their pre-graduate ideal perception of the work profession. An improved understanding of the deviation between their ideal professionalism and the acting out in new roles leads to virtually pulling out of the NGs from their background. The major task of the graduates at this stage of professional experience is to familiarize themselves with the nurse roles and to establish a balance between their personal and professional lives. The final stage in the NG experience is during the first one year of their experience. It focuses on achievement of unity with other professionals. Increased familiarity and comfort in their nursing duties, professional tasks, and good relationships with co-workers, the NGs get the power and time to start a deeper discovery and assessment of their professional setting, noticing the disturbing aspects of socio-cultural and political surroundings. The NG may experience a developing disappointment with different shifts, work environment conditions, and their incapability to change the working conditions (Locsin, 2002). For some, this could just mean a case of adjustment to the professional world, but to others, this means sacrificing their work prospects and expectations and surrendering to what they view as inadequacies in the scheme within which they will work for their entire life. Therefore, such graduates will consider searching for alternative avenues of professional achievement. This journey entirely comprises of structured procedures that include knowledge gain, anticipating, enlightening, discovery and engagement. This journey may neither be prescriptive nor progressive, but it is eventually transformative (Jebb, 2012). Transitional shock The theoretical make of the transition shock concentrates on the previous circumstances such; as the ideas of the graduate responsibilities and knowledge, which inspire and determine the strength and period of experience and qualification of the during the initial stage of the professional role. The interdependence of these antecedents aims at facilitating as a complex role for identifying many ways for understanding the transition effect. Rudeness from a professional confronts a new graduate in professional practice with the wide range of intellectual, developmental, expressive and socio-cultural issues. Together, they express and mitigate factors within the professional transition of nurse graduates. These factors are motivated by strange and professional duties and relations as well as superior levels of liability and responsibility that students are denied during their training in learning institutions (Locsin, 2002). Additionally, the present supposition underlying the modern transition experience is that NGs will have the ability to apply medical knowledge to a different situation of practice that may previously not yet been tried. A remarkable finding is that and one which act as a major variable in the transition experience is the shock demonstrated by graduates as they enter the professional workplace position. The prevalence of this variable shows an insufficiency in the training of senior students for the actuality of the evolution experience. In most workplaces, insufficient orientation and hold up exist for new professionals (Chitty & Black, 2011). Challenges faced by new nurse graduates Fear and courage. When asked to share experiences, most new graduate nurses report a feeling of both confident and fear. The combinations of these feelings tend to stem from the identification of what they learn in school. According to me, it’s a fusion, a combination of fear for being the one in charge and a challenge; to gather all m acquired knowledge orderly in all situations for an excellent achievement. Most nurses are determined and committed to achieving a successful transition into the nursing profession. I believe that show of confidence in my own abilities, and excellent organizational systems to hold up are the key factors that facilitate emotional advancement in the professional field (Samarasinghe, 2011). Lack of Ideal Communication. New graduates report frequent cases of less than the expected communication with other professionals at the work place. An experience happened to me that many other graduates confess to having happened to them. I got a professional on the phone and tried to explain the situation, but he answered me that he was going round and that I needed to wait till he got there. I was in an attempt to explain an urgent situation with a patient, The answer was frustrating.when a professional is rude to the new graduate nurses, The feeling lack of the professional self-assurance by new graduates increased (Samarasinghe, 2011). It represents a patient safety case, because they can avoid contacting the physician unless the patient develops tremendous physiological failure. In some cases, new graduates also experience cases where they deal with assistive personnel without licenses. There are instances reports whereby some people ignore and refuse to assist on assistance requests. Many new nurses do not feel ready to discover the argument suitably and professionally, they prefer to ignore them and just handle everything alone. It is recommended that new graduates get some guidance in interpersonal skills, in communication. Recent study shows that new graduate nurses need to undergo communication skills and conflict resolution studies. New nurses always benefit from purposeful training for vital conversations with other professionals. In my own opinion, simulations that demonstrate and give new graduates chances to explore professional communication in a secure setting, with a responsive setting are very helpful (Oermann & Heinrich, 2006). Horizontal Violence. Current study indicates that there is increased horizontal brutality in their workplaces. Horizontal violence refers to the act of hostility established by colleagues, and it includes emotional, physical, critics and oral threats. In my experience, some nurses are very mean. Although leaders in this institution claim not to endorse any form of horizontal violence, this behaviour is very common and usually put up with by majority nurse leaders. Majority of new nurses may not have appropriate preparation on how to handle horizontal violence. Detailed information about the issue should be given to them together with tactics on how to react to it. Transition programs should include written responses for new graduates to refer to when faced with issues of horizontal violence. Additionally, role practice opportunities are important. Perception of Professional Isolation. Majority of today’s health care systems are very disorganized and chaotic. In the case of chaos, new graduates experience a feeling of professional isolation and weigh down. Personally, I had experienced cases whereby I felt completely alone in a nursing role, when the unit became so busy, and no one even noticed. I did not have anyone to guide me on what to do because everyone else was busy, and I was on the night shift. Such experiences greatly influence nurses. New graduates feel accompanied when they can contact and converse directly with their nurse leaders. Also, new graduates require simplicity and visibility from their nurse leaders. Formal linkage between the new graduates and the nursing leadership promotes s development of helpful feedback and beneficial professional exchange of ideas. Therefore, it is recommended. Connecting new graduates to victorious and experienced nurses makes them feel secure since they have the guidance to seek assistance when they need it. Decision making. New graduates work in set ups whereby some cases involving complex patients requires high decision making skill levels. Sometimes a nurse is caught up in a situation whereby several patients are in very critical conditions. Such situations require high levels of decisive measures. In my own experience, new nurses are sometimes caught up in a situation whereby they are required to make major decisions quickly about, a patient, and there is no opportunity to think through the choices. (Vincent & Beduz, 2010). These complex situations need critical thinking and clear decisions in support of secure and quality care. New graduates do not feel ready for these challenges. In the history, new graduates got assigned to the common medical, surgical units. Currently, new graduates are assigned for positions of high areas of expertise. Organizations usually provide wide professional training on technology and disease management programs. Additionally, it is recommended that graduates should be provided with opportunities to develop emotionally and adapt to the sensitive patient situations encountered in the high- acuity units. New graduates also require occasional professional assessment to make sure emotional strengthening to the level of the work environment. For competent results and quality health care, there should be a clear joint corporation between continuing learning, practice areas and the graduates getting into the workplace (Oermann, & Heinrich, 2006). Contradictory Information. New graduates have many difficulties in handling certain issues and often look for guidance from professionals. In most cases, they receive ambiguous information from colleagues. At one point, I developed a desire to clarify the advice given to me. Most of my stuff appeared to give me wrong answers. Contradictory viewpoints from colleagues are a difficult situation to handle. Also, organizational processes for acquiring guidance are not easy to access. Assigning new graduates to one personality improves the reliability of the graduate experience. It also minimizes disappointments that new nurses experience as they encounter contradictory information (Wray & Mccall, 2007). Conclusion The successful transition into nursing practice can be a frustrating experience. This experience gets upsetting within the first years new graduates familiarize with the new world of healthcare. Capability of new graduates should be strengthened using various programs so as to reduce the turnover rate during the first year of practice, to generate a collection of potential nurse leaders to serve the society by building up a leadership outlook in the first year of professional experience. Response from new graduates has been an important part in the development of programs to facilitate successful transition to graduate nursing practice. The significance of understanding the procedure of successful transition in nursing recounts the above discussed challenges (Locsin, 2002). References Aitchison, S. (2007). New graduates as a recruitment strategy: A team preceptorship model to support nine graduates. Australasian Emergency Nursing Journal, 10(4), 192-193. Algase, D. L. (2007). Theory for Nursing Practice. Research and Theory for Nursing Practice, 21(4), 211-212. Burchard, D. J. (2005). 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