REPLY POST 1 NEW GRADS TRANSITION Question that was asked As a

REPLY POST 1

NEW GRADS TRANSITION

Question that was asked

As a future NGN, what resonated most with you in the study and why? Where do you think the priority should be in helping NGNs transition into the workplace?

PEER’S POST

As a student approaching the title of a “New Graduate Nurse”, the pressure to perform and to be perfect is there. Whether that be personal or external pressure, it is a constant reminder that I could be doing more on a day to day to aid in successful entry into consolidation and the workforce. Successful transition from consolidation to the workforce is “key to retaining NGNs in the workforce and ensuring that healthcare needs of the population are met now and, in the future” (Regan et al., 2017). While looking through the study I felt reassured by an NGN who was supported by experienced nurses on her floor. She stated that the colleagues would say ‘“It is Ok to make mistakes-people make mistakes.” I am not afraid to ask, and I am never made to feel stupid. Everyone is there for each other—it is a great feeling’ (Regan et al., 2017). This quote resonated with me because my vision for how an effective transition would look like includes an environment where everyone feels supported and have a sense of belonging. I believe that this is the key to not only retention but most importantly quality patient care. It is important to remember that we are human, and even the most experienced nurses are still learning. We all have something to learn from each other and the best way to work together is to recognize that every individual has something different and valuable to offer to the team.

Reference

Regan, S., Wong, C., Laschinger, H. K., Cummings, G., Leiter, M., MacPhee, M., Rhéaume, A., Ritchie, J. A., Wolff, A. C., Jeffs, L., Young‐Ritchie, C., Grinspun, D., Gurnham, M. E., Foster, B., Huckstep, S., Ruffolo, M., Shamian, J., Burkoski, V., Wood, K., & Read, E. (2017). Starting Out: qualitative perspectives of new graduate nurses and nurse leaders on transition to practice. Journal of Nursing Management, 25(4), 246–255. https://doi.org/10.1111/jonm.12456

On the other hand, many NGNs experience barriers to successful entry. In the study we discovered that one of the most common challenges included “a large disconnect between what they’re prepared to do in school and what reality is when they hit the floors … struggle with – mostly with time management, and then just their familiarity with how things actually happen” (Regan et al., 2017). As we know, nursing school is the foundation of our practice, therefore much of what we do in clinical and the workforce is based on what we built within the education process. With this in mind, most challenges can be addressed and fixed within our time in nursing school. Studies suggest that further collaboration is required between clinicians and academics to effectively prepare students for their transitions. One specific study proposed the idea of more interactive workshops where students had the opportunity to work through real-life cases. It was concluded that “students reported feeling better prepared and more confident about undertaking clinical placements” (Curtis, 2007).

References
Curtis, J. (2007). Working together: A joint initiative between academics and clinicians to prepare undergraduate nursing students to work in mental health settings. International Journal of Mental Health Nursing, 16(4), 285–293. https://doi.org/10.1111/j.1447-0349.2007.00478.x

I also found an article that I wanted to share on a new nurse recounting her experience from being an NGN to reaching five years on a dialysis unit. Two quotes that resonated with me in the article included two very different ends of the spectrum. On one hand Gorge stated that in her first year she “entered into the competent stage” where she was “more able to competently handle difficult patients and situations”. On the other hand, she stated that five years later, “I find myself conversing with doctors with the ability to discuss the care of my patients in a way I never expected when I first started as a nurse” (Gorge et al., 2015). When I think about my future in nursing, I usually have a sense of fear based on the idea that our clinical experience has been very limited throughout our three years of nursing school so far. After reading the article, I was hopeful that I will be able to perform at the level I expect of myself with time, patience, and experience.

Reference
Gorge, E., & Richards, P. (2015). New Nurse to Acute Nurse: A New Grad in Inpatient Dialysis. Nephrology Nursing Journal: Journal of the American Nephrology Nurses’ Association, 42(5), 505–506.

Question to respond to

Thank you for these thoughtful and informative posts. Yes it is important there be connection and collaboration between clinicians and academics as it would foster better understanding of diverse nursing work environments and how those in-between (i.e. students) experience and learn within that “liminal” space. Do you and others feel that as you enter the final year in your program, you are in a liminal space?

REPLY POST 2

VISION FOR THE FUTURE

QUESTION THAT WAS ASKED

Reflecting on the past weeks exploring nursing roles in different environments, select a principal and/or vision and discuss how it is most relevant to where you envision yourself practicing (can relate to nursing role, environment, and/or praxis) in the future.

Peer’s post you will be replying to

In my current position as a nursing student with few experiences in clinical settings, it is very difficult to choose one place that I envision myself practicing in based on the idea that my interests lie in various environments. Until I experience these environments first hand, I will not know what is truly meant for me. Generally speaking, principle number 6 feels very relevant to the impact I would like to make on the nursing profession. “Future-based and Innovative” means doing my part in consistently improving patient outcomes and helping those who need it most, in the safest and most effective ways. I firmly believe that there are no better innovators than those that face the challenges that require improvements. Innovation can be inspired in the face of adversity. The main goal of innovation includes “creating environments that are patient-centered, improve communication, and make the workflow more effective and efficient” (Nelson, 2020). Integration and promotion of innovation into nursing school curriculum can be very helpful for nurses in feeling more inclined to materialize ideas they may have while in practice settings. This can be beneficial for the future of the medical field and most importantly revolutionizing patient care.

Reference

Nelson, R. (2020). Nursing Innovation. The American Journal of Nursing, 120(3), 18–19. https://doi.org/10.1097/01.NAJ.0000656300.77328.fe

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