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The Impact of Transitional Shock on Newer Nurses in a Contemporary Healthcare Environment
Heidi Holtz1, Amy McQueen, Guy Weissinger
1Author Affiliations: Assistant Professor (Dr Holtz), Barnes-Jewish College of Nursing; and Professor (Dr McQueen), Washington University School of Medicine, St Louis, Missouri; Assistant Professor (Dr Weissinger), Villanova University Fitzpatrick College of Nursing; and Johns Hopkins Clinical Research Network Liaison (Alderfer) and Director of Nursing Clinical Inquiry and Research (Dr Swavely), Reading Hospital, Pennsylvania; Research Scientist (Dr Sledge), Barnes-Jewish Hospital; Assistant Professor (Dr Yu), Barnes-Jewish College of Nursing; and PhD Student (Pohlman), Barnes-Jewish College, St Louis, Missouri; Director, Spiritual Services and Adjunct Professor (Rev Adil), Reading Hospital, and Drexel University, Philadelphia, Pennsylvania; PhD Student (Mugoya), Barnes-Jewish College of Nursing, St Louis, Missouri; Level IV Staff Nurse in PACU (Minchhoff), Reading Hospital, Pennsylvania; and Anne and George L. Bunting Professor of Clinical Ethics and Professor of Nursing and Pediatrics (Dr Rushton), Johns Hopkins University, Baltimore, Maryland.
Objective:
The aim of this study was to understand newer nurses' perception and expectations of their work environment, professional and institutional satisfaction, and motivating/decision-making factors around nursing and intent to leave their positions.
Background:
Studies have shown newly graduated nurses face many challenges transitioning from a student to an independently practicing nurse. The COVID pandemic complicated this transition and created new stressors resulting in discouragement and turnover for newer nurses.
Methods:
This study used a qualitative approach through purposive sampling, semistructured qualitative interviews, and content analytic techniques. Transitional Shock Theory was used as the theoretical framework.
Results:
Four themes emerged from the study: 1) confronting the reality; 2) betrayal/mistrust; 3) relational integrity; and 4) enablers of clinical competence.
Conclusions:
The findings will help nurse leaders understand the importance of organizational-level supports to improve the transition of newer nurses in typical periods and in times of additional stress.
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