Managing Key Challenges to Successful Transition to Graduate Nursing Practice - Coursework Example

Managing Key Challenges (Name) (University) Managing Key Challenges Introduction University and college training are essential stages of academic educational training that result and account for the production of qualified working personnel suitable for the local and global-local market. It not only empowers the learners with knowledge in diverse fields but also largely promotes and encourages the advancement of skills and use of abilities in professional work performance as well as instilling professional ethical values at an early stage of career development. Therefore, this training is deemed an avenue of hope or road to career opportunities and success by most parents and undergraduate students (Read & Laschinger, 2013). The immediate post-graduate life usually presents a reality check to the new graduates. Life outside university premises and in full requirement of individual independence usually proves a challenging task to counter (Winters, 2013). Graduates are required to fit into the professional labor force within or outside their countries which comes with its set of challenges ranging from: applying for the limited job opportunities to adjusting to the new work environment. Most new graduates have minimal professional work experience, mostly gained through brief periods of work-study or internships programs. As such, they are mostly reliant on theoretical rather than practical knowledge and sometimes unconsciously fearing to use skills and abilities for the fear of ‘messing up’. How do they, therefore, fit in? This is a similar trend for all, rather, most graduates. Nevertheless, eventually some graduates with adequate willpower, enthusiasm and aggressiveness rise above these challenges (Read & Laschinger, 2013). This reflective essay examines some of these challenges, within the specific realm of transition from a student nurse to a graduate nurse, while demonstrating how I would confront the challenges using my academic knowledge, skills and strengths to succeed in nursing practice. Job Application To begin with, the first set of challenges would begin from the very onset of making applications as a newly registered graduate nurse. Arguably, all countries of the world are now characterized by minimal employment opportunities. This limited opportunities in the labor force cuts across all employment fields. However, some fields are more affected than others. Fortunately, for nursing and medical related fields, the opportunities are not as few. With the rising trends of acuity in illnesses and new diseases, healthcare is a sector that is constantly in need of practitioners. As such, nurses are considered fortunate, being in a field that will always be open to opportunities (Holloway & Wheeler, 2013). However, this number of opportunities presents difficulties to the new graduates in identifying suitable employers. In this case, several factors influence the decisions of the new graduate nurses but most importantly, remuneration. Unfortunately, most first time job offers for graduate nurses come with significantly low stipends and therefore the struggle to identify employers with better salary ranges prove a heavy challenge for the graduates (Brat & Felzer, 2012). As a result, there is much time wastage in between the graduation period and the time the newly registered graduate nurses get into the practice. Caught in such a scenario and dilemma, I would weigh my professional priorities against individual priorities in determining my long term goals in the nursing profession. In as much as good income would be a huge boost to my motivation, what long term effect would this have on my career and professional growth in nursing? I would apply for nursing vacancies available and given opportunity use the chances to build and enhance my skills in practice, gain experience while waiting for other better available opportunities. This would be essential for time-saving and useful in building up experience in nursing practice. Interview process Secondly, newly registered graduate nurses may also account challenges during a job interview. The nursing profession is highly sensitive and critical in the aspects of practice (Winters, 2013). It deal with health care and requires significant caution since careless mistakes or improper application of knowledge and skills could incur serious implications for health. Therefore, graduate nurses are expected to demonstrate ability to effectively and efficiently use acquired knowledge and skills in practice. A survey conducted recently in the US about the interview process of newly registered student nurses transitioning to graduate nurses revealed that most interviewers or employers were more interested in the interviewee (Henderson et al., 2012). Moreover, the research also posited that there was an overall preference for nurses who had diverse knowledge rather than specialties in the field. With regards to the interview, it is, therefore, important to create a memorable first impression, not only in terms of decency but the expression of knowledge, skills and abilities relevant to the nursing profession. The survey further revealed that 30% of those who failed in the nursing interview were unable to convince the recruiters about their ability to infuse their training knowledge in practice. Consequently, 42% were cases of lack of confidence and fear (Huston, 2013). Empowered with knowledge acquired through periods of academic training in the nursing field, I would demonstrate the abilities to apply this knowledge in professional nursing practice while ensuring that I do not put my confidence to question. At the same time, I would be cautious to ensure that I don’t exhibit overconfidence or show any tendencies of being overconfident. Graduate challenges in nursing practice Having successfully completed the interview process, the actual practice is marred with its personal and professional challenges arising from the graduate’s ability to assimilate into the workplace; workforce and cultural milieu which is characterized by frequent change, social and complex organizational dynamics (Cody, 2013). It is, therefore, essential for the graduate nurses to understand the impacts and the implications of these challenges. By understanding the nature of transition and the significant influence, they can address the challenges accordingly. Horizontal violence and less ideal communication Graduate nurses may face the challenge of experiencing horizontal violence and also less than ideal communication (Brat & Felzer, 2012). A research conducted by interviewing new graduates exposed frequent exposure of the graduate nurses to cases of horizontal violence. Horizontal violence can be defined as acts of aggression or agitation in the form of physical, emotional or verbal threats and criticism or innuendo directed to new employees by ‘older’ colleagues. In most hospitals and clinics, there is a major concern about the abilities and competence of the graduate nurses to perform their duties (Cody, 2013; Read & Laschinger, 2013). As such, the graduate nurses may rely so much on information acquired by asking and seeking advice from practitioners who have been serving for a longer time. However, the responses given may be inadequate, inefficient and unwillingly given thus proving ineffective in the solution of the medical or health complications on the nurses’ table. Therefore, many graduate nurses agree that this disadvantages them in exploring the medical options professionally and appropriately (Clark & Springer, 2012). Dealing with this horizontal violence and less than ideal information is difficult, and mostly the graduate nurses will be unprepared on how to react or what to do in these kinds of scenarios (Huston, 2013). Personally, expecting them, I would try to learn my colleagues within the shortest time possible. This would help me understand their behavior and attitude so as to know how to respond to them at any time and in any situation. In addition, I would establish a closer relationship with a colleague who is approachable who is willing to help me understand the nature of other colleagues. Confidence versus fear Although the transition from student nurse to graduate nurse could be exhilarating at first, quite often the experience turns out to be traumatic in the first six months of practice (Alligood, 2013). This is the period when the graduate nurse is experiencing the real world of health care. It is characterized by a conflicting case of the nurses’ confidence and fear, hence proving to be a challenge encountered in the transitional stage. In as much as most graduate nurses are at first very excited at the opportunity presented to work in the field of training and specialization, there is usually a gradual surge of fear, becoming a huge challenge to combine the graduate's knowledge properly in different situations. There is a synthesis of knowledge and emotions that could hamper the graduate’s initial performance (Clark & Springer, 2012). Usually, the fear of responsibility and challenging circumstances distracts the nurse’s line of thought and make them unable to retrieve their acquired knowledge and use it instantly (Pfaff et al 2014; Bratt and Felzer, 2012). This fusion of confidence and fear stems up from the understanding and comprehension of the academic knowledge about healthcare-acquired through study while contrasting it with the anticipation of the unknown health situations. This period of transition has been described as a time when the graduate acts like a nurse, but he/she is not a nurse. One anonymous nurse suggests that one needed to be more cautious about the nurse who asks fewer questions as compared to one who asks more lots of questions (Clark & Springer, 2012; Polit & Beck, 2013).). Novice nurses may not be fully equipped with explicit knowledge and understanding of new health matters that they are required to deal with. As such graduates would require long-term support that would enhance the development of skills, critical clinical judgments, and debriefing opportunities, which will guarantee them clinical competence (Alligood, 2013). Understanding this, I would be inquisitive and take my first six months of practice, not only as a period of practical application of knowledge and skill but also a significant learning process through which I would strive to achieve clinical competence. I would do this by identifying colleagues willing to help and relating well with my immediate team of colleagues, keenly observing procedures performed by the more experienced nurses and offering a hand where I am needed with the specific interest of understanding what is done, how it is done and why it is done. Through this way, I will not only be able to bolster my confidence but at the same time gradually diminish the fear factor. Professional Isolation The perception of professional isolation is a potential challenge to the new nursing graduates. With an increasing number of ailments, health care environments have increasingly turned chaotic (Walker & Campbell, 2013; Pineau Stam et al., 2013). This is due to an increase in the number of patients with different health problems that all require immediate medical attention rendered by the nurses. In the midst of this kind of health care chaos, graduate nurses may, unfortunately, feel professionally isolated or extremely overwhelmed. Several nurses interviewed about their initial experiences as graduate nurses admitted that there were times when the units were so busy, and things were happening very first that no one seemed to be noticing them, and so they felt lonely (Fairman et al., 2011). In other cases, despite the nurses knowing what to do with the patients, they still felt incapacitated having no assistance in the form of a more experienced nurse to guide them since everyone else appeared very busy (Butts & Rich, 2013). A professional linkage to a leader will be essential to solving this challenge. Most graduate would prefer direct conversations or contacts with the nurse leaders in organizations such that they can receive performance feedback that would be essential for their professional growth and encouraging their future courses of action in the profession (Walker & Campbell, 2013; Cho et al., 2012). The connection of nurses to these leaders who are nurses with a wealth of experience makes the new graduates feel less isolated while guiding them into proper channels of seeking assistance in times of need. It is important for any practitioner first to consider the needs of the patients before anything else (Nettina et al., 2013). As such, I would accord a helping hand during the extraordinarily busy times. By lending a hand, I will also be giving myself the chance of being actively involved in the practicing process rather than sitting back and waiting for guidance. However, while doing this, I will ensure that I do not orchestrate any conflict in the role, by only being there when and if I am required. At the same time, I would significantly rely on comments and feedback from the more experienced nurses on my performance so that I may be able to improve on my weaknesses and build on my strengths in practice. Conflicting/Contradictory information Finally, contradictory information within the health facility may also prove to be a challenge to the new graduate. This contradictory information may result from a range of factor which include; different knowledge and skills disseminated to the different nurses and different periods of training, different observable or noted symptoms of particular ailments, different perceptions about different medical approaches to particular health issues among others (Brat & Felzer, 2012). Unfortunately, new nurses are usually strongly reliant on information obtained through asking the most experienced colleagues. Noting the possible causes of differences in views that may result in divergent opinion, the inquiring nurse may be faced with a dilemma of choosing the best approach from a variety of contradictory suggestions. Most health care facilities have countered this challenge by recommending and allocating preceptors to the new graduate nurses. Consequently, the scope of the opinion is hence limited to an individual making decisions easy to make (Huston, 2013; Li-juan et al., 2013). It reduces the resultant frustration that would arise from attempts to delve into contradictory information and to analyze each and every bit of the information in order to arrive at tangible solutions. The new nurses, on the other hand, would share and celebrate their positive experience with preceptors and the rest of the staff (Polit & Beck, 2013). This challenge cannot be overlooked. Understanding the possible solutions of it, through preceptors, I would always seek for information from the preceptor allocated to me within the organization. In cases where preceptors are not assigned, I would identify potential preceptors from colleagues I perfectly relate to such that I can always receive relevant information from one source that I can rely on. Unless circumstances force it, I would confine myself to the opinion of one person rather than obtain an opinion from several colleagues. At the same time, where possible, I would rely on my academic knowledge and understanding in deriving concrete applicable medical solutions. Conclusion Conclusively, the field of nursing just like any other profession has its challenges encompasses during the transitional period, from university training to the immediate post-graduate life and first professional employment experience (Holloway & Wheeler, 2013). While some of the challenges may largely differ as a result of the difference in the career field, some of them are similar. Hence, these challenges demand aggressiveness and determination together with a constant desire to learn and self-motivation in order to make it in the profession. This discussion has led us through challenges that could be faced by newly graduate nurses transitioning into the professional practice from the onset of application, interview process and during the first six months of practice. Evidently, each stage of the transition presented its challenges. 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