Graduate Nurses' Experiences of Interactions With Professional Nursing Staff During Transition to the Professional Role

• Published in: The Journal of continuing education in nursing Vol. 32; no. 1; pp. 15 - 19
• Main Author: Thomka, Lisa A
• Format: Journal Article
• Language: English
• Published: United States SLACK INCORPORATED 01.01.2001
• Subjects: Adaptation, Psychological; Adult; Associate Degrees; Attitude of Health Personnel; Coding; Data Analysis; Data collection; Discipline; Education Work Relationship; Education, Nursing, Continuing - standards; Emotional Response; Employment Experience; Entry Workers; Female; Graduation; Health facilities; Health Knowledge, Attitudes, Practice; Helping Behavior; Higher Education; Human subjects; Humans; Inservice Training - standards; Interprofessional Relations; Male; Mentors; Mentors - psychology; Middle Aged; Nurse's Role; Nurses; Nursing; Nursing Education; Nursing Methodology Research; Nursing Staff - education; Nursing Staff - psychology; Orientation; Professional Competence - standards; Professional Development; Professional practice; Psychological Patterns; Questionnaires; Researchers; Social Support; Socialization; Surveys and Questionnaires; Teaching Methods
• ISSN: 0022-0124; 1938-2472
• DOI: 10.3928/0022-0124-20010101-07

ABSTRACT As new members of the nursing profession, graduate nurses (GNs), in their transition to the professional role, have a variety of experiences with registered nurses. These experiences give rise to diverse thoughts and emotional responses that may have a significant impact on nurses' own professional development and socialization to the professional role. Literature documenting GNs' perceptions and feelings regarding their orientation to the professional role is scarce. This study involved 16 nurses' descriptions of their own experiences, thoughts, and feelings that arose from interactions with nurse colleagues during their first year of professional nursing practice. There was a lack of consistency regarding the way in which GNs were assisted in this important transitional teaching and learning experience. Understanding GNs' perceptions of the process of transition to the professional role holds tremendous value for nursing education. This understanding could serve as a guide in the development of positive and appropriate orientation strategies as we strive to imbue nursing graduates with the professional values, attitudes, and behaviors that are essential in achieving outcomes reflective of quality patient care.