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Published on: June 21, 2010
Lessons Learned: Newly Hired Nurses' Perspectives on Transition Into Practice
Carolyn Ziebert1, Carol Klingbeil, Catherine A Schmitt
1Carolyn Ziebert, MS, RN, PCNS-BC, is Patient Safety Specialist, Children's Hospital of Wisconsin, Milwaukee. Carol Klingbeil, DNP, RN, CPNP-PC, is Clinical Assistant Professor of Nursing, College of Nursing, University of Wisconsin-Milwaukee, and APRN, Children's Hospital of Wisconsin, Milwaukee. Catherine A. Schmitt, PhD, RN, CNOR, is Assistant Professor, College of Nursing, University of Wisconsin-Oshkosh. Alice V. Stonek, MS, BSN, CPN-BC, is retired APRN, Children's Hospital of Wisconsin, Milwaukee. Joan P. Totka, MSN, RN, is Clinical Education/Simulation Manager, Children's Hospital of Wisconsin, Milwaukee. Ashley Stelter, MS, RN, is Unit-Based Clinical Nurse Specialist, Children's Hospital of Wisconsin, Milwaukee. Rachel F. Schiffman, PhD, RN, FAAN, is Professor and Associate Dean for Research, College of Nursing, University of Wisconsin-Milwaukee.
Abstract:
This descriptive qualitative study explored data from debriefs of all newly hired nurses at 3, 6, and 12 months posthire during a newly designed transition-to-practice program at a pediatric hospital. Four major themes emerged: preceptors, education process, adaptation to the organization, and role transition. Supportive factors included staged orientation, limited preceptors, mentors, regular communication with leaders, and a culture of teamwork. Stressors included too many preceptors, mentorship needs, floating, communication challenges, and organizational changes.
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