Multistakeholder Perceptions of Young Professionals' Integration During Role Transition

Area of Science:

• Healthcare Professions Education
• Clinical Practice Integration
• Professional Role Transition

Background:

• The transition to autonomous clinical practice is a stressful period for early professionals (EPs).
• Previous studies have not included multiple stakeholder perspectives on this transition.
• Understanding stakeholder perceptions is crucial for supporting EPs.

Purpose of the Study:

• To explore the integration experiences of EPs during their role transition.
• To gather insights from multiple stakeholder groups (EPs, supervisors, faculty, preceptors).
• To identify factors influencing successful integration and identify areas for improvement.

Main Methods:

• A qualitative study design was employed.
• Data were collected through online semistructured interviews with EPs, supervisors, mentors, faculty, and preceptors.
• Consensual qualitative research principles, including multiple-analyst triangulation and member checking, were used for data analysis.

Main Results:

• Four key themes emerged regarding EP integration during role transition.
• Role inductance and mentoring were identified as facilitators of integration.
• EPs reported challenges in balancing workload, avoiding burnout, and meeting expectations, impacting quality of care.
• Stakeholders estimated 1 to 3 years for full integration into autonomous practice.

Conclusions:

• Graded autonomy in clinical education aids EPs in developing clinical reasoning, confidence, and mentorship networks.
• Sustained personal and professional support is vital during the initial years of practice for EPs.
• Reasonable expectations are necessary for EPs to provide quality care, achieve work-life balance, and integrate without guilt.