Entry Into Practice Recommendations, Research Paper Example

In nursing practice, it is essential for new graduates to have experience in the clinical setting in addition to the confidence needed to apply their skills in a useful manner. Thus, it is important to determine the ‘new graduate’ view regarding Entry Intro Practice. This will allow nurse training programs in addition to hiring institutions to determine which systems they could put into place to make the transition from education to work easier for these individuals. It would be valuable to conduct a survey to determine the opinions that new graduates have towards their future or current work experience.

The PICOT for this research question is as follows:

Population: Newly graduated nurses.

Intervention: Presentation of a survey to allow nurses to rate and describe their anxieties related to entering their career.

Comparison: Students will be interviewed prior to graduation, the first week of work, and after the first three months of work to determine changing attitudes concerning workplace anxieties.

Outcome: It is expected that a change in the extent and type of anxieties will alter at the three time periods selected.

Time: Three months

Studies have shown that anxiety among new graduates is a commonly experienced phenomenon (Alhadeff, 1979). Therefore, it is important for both schools and hiring institutions to work with this understanding because they need to help nurses transition from the role of student to the role of practitioner (Freeling & Parker, 2015). Many students who enter the nursing career are nervous during their practice because they are still unsure about how the skills they learn in school translate to the real world. Some nurse training programs have responded to this problem by providing nursing students with more hands on training during their education, but this has not been possible in a wide set of instances (Clipper & Cherry, 2015).

Some individuals oppose the use of additional training prior to the beginning of a nursing career because there is a significant nursing shortage and it is important to find ways to allow as many qualified individuals to enter nursing practice as soon as possible. Furthermore, the logistics of a more hands on training program makes this plan more challenging. On the other hand, in spite of expense, individuals have found that more comprehensive nurse training programs help to reduce anxiety of new nurses (Alhadeff, 1979). In addition, these individuals are able to more immediately contribute to the efficacy of practice.

Based on the provided information, it appears that it is beneficial for clinics to have brief training programs in order to accommodate the new nurses that enter their practice (Rush et al., 2014). In addition, this will help further the clinic because the nurses hired, whether new or experienced, will feel more confident to positively contribute to patient care (Phillips et al., 2014). In turn, this will benefit the clinic because more patients will be seen with better outcomes in a shorter period of time. I personally believe that it is essential to conduct research on this topic because nursing education has the potential to train many individuals to save lives and contribute to the well-being of others. Therefore, it is important to refine practice in a manner that focuses on the need of students and recent graduates. By doing so, we will able to further the nursing field.

References

Alhadeff, G. (1979). Anxiety in a New Graduate. The American Journal of Nursing. 79(4): 686-688.

Clipper B., Cherry B.(2015). From Transition Shock to Competent Practice: Developing Preceptors to Support New Nurse Transition. J Contin Educ Nurs. 46(10) 448-454. doi: 10.3928/00220124-20150918-02

Freeling, M., & Parker, S. (2015). Review: Exploring experienced nurses’ attitudes, views and expectations of new graduate nurses: A critical review. Nurse Education Today, 35e42-e49. doi:10.1016/j.nedt.2014.11.011

Phillips, C., Kenny, A., Esterman, A., & Smith, C. (2014). A secondary data analysis examining the needs of graduate nurses in their transition to a new role. Nurse Education In Practice, 14(2), 107-111. doi:10.1016/j.nepr.2013.07.007

Rush, K. L., Adamack, M., Gordon, J., & Janke, R. (2014). New graduate nurse transition programs: Relationships with bullying and access to support. Contemporary Nurse: A Journal For The Australian Nursing Profession, 48(2), 219-228.   doi:10.5172/conu.2014.48.2.219