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A bridge over troubled water? - Exploring learning processes in a transition program with newly graduated nurses
Annika Eklund1, Stephen Billett2, Maria Skyvell Nilsson1
1Department of Health Sciences, Section for Advanced Nursing. University West, 461 86, Trollhättan, Sweden.
Nurse Education in Practice
|February 11, 2021
Summary
This study highlights how transition programs support newly graduated nurses (NGNs) by recognizing their novice role and emphasizing their learning journey. Effective support helps NGNs develop crucial occupational expertise.
Area of Science:
- Nursing Education
- Healthcare Professional Development
- Qualitative Research
Background:
- Successful preparation of newly graduated nurses (NGNs) is vital for healthcare.
- Transition programs aim to support NGNs entering clinical practice.
- Hospital settings in western Sweden were the focus of this study.
Purpose of the Study:
- To explore the learning processes experienced by NGNs in a hospital transition program.
- To identify key themes related to NGNs' learning and role development.
- To provide recommendations for enhancing NGN transition programs.
Main Methods:
- Qualitative thematic analysis of group interviews.
- Involved newly graduated nurses (NGNs) and ward managers.
- Conducted in hospitals in western Sweden.
Main Results:
- Identified learning processes: recognizing NGNs as novice practitioners.
- Emphasized NGNs as active learners within the program.
- Highlighted progression towards a comprehensive nursing role.
Conclusions:
- Transition programs should offer opportunities to consolidate novice experiences.
- Effective support aids NGNs in reconciling experiences in crucial healthcare environments.
- Programs can significantly contribute to developing NGNs' occupational expertise.
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