Responsible but unprepared: Experiences of newly educated nurses in hospital care

Nurse Education in Practice

Volumn 14, Issue 5, 2014, Pages 538-543

  Odland, Liv Helen ^a   Sneltvedt, Torild ^a   Sörlie, Venke ^b  

^a NORD UNIVERSITY   (Norway)

^b Lovisenberg Deaconal University College   (Norway)

Author keywords

Hospital nursing care; Nurses; Recently educated; Responsibility; Unprepared

Indexed keywords

ADULT; CLINICAL COMPETENCE; FEMALE; HOSPITAL SUBDIVISIONS AND COMPONENTS; HUMAN; INTERVIEW; MALE; NORWAY; NURSE ATTITUDE; NURSING EDUCATION; NURSING STAFF; QUALITATIVE RESEARCH; YOUNG ADULT;

ADULT; CLINICAL COMPETENCE; EDUCATION, NURSING, GRADUATE; FEMALE; HOSPITAL UNITS; HUMANS; INTERVIEWS AS TOPIC; MALE; NORWAY; NURSE'S ROLE; NURSING EDUCATION RESEARCH; NURSING STAFF, HOSPITAL; QUALITATIVE RESEARCH; YOUNG ADULT;

EID: 84927696892     PISSN: 14715953     EISSN: None     Source Type: Journal    
DOI: 10.1016/j.nepr.2014.05.005     Document Type: Article

References (30)

1. Alsvåg H. Nursing education in light of new RNS' professional experiences. Nurs. Sci. Res. Nordic Ctries. 2006, 22:34-38.
2. Benner P. From Novice to Expert - Excellence and Power in Clinical Nursing Practice 1984, Addison-Wesley Publishing Company, Health Sciences Division, Menlo Park, California, USA.
3. Bisholt B.K.M. The professional socialization of recently graduated nurses - experiences of an introduction program. Nurse Educ. Today 2011, 10.2016/j.nedt.2011.04.001.
4. Boychuk Duchscher J.E., Cowan L.S. The experience of marginalization in new nursing graduates. J.Psychiat. Ment. Health Nurs. 2004, 12:387-395.
5. Chang E., Hancock K. Role stress and role ambiguity in new nursing graduates in Australia. Nurs. Health Sci. 2003, 5:155-163.
6. Cockerham J., Figueroa-Altmann A., Eyster B., Ross C., Salamy J. Supporting newly hired nurses: a program to increase knowledge and confidence while fostering relationships among the team. Nurs. Forum 2011, 46:231-236.
7. Havn V., Vedi C. In Deep Water - Recently Graduate Nurse's Competence in Somatic Ward 1997, SINTEF-IFIM, Trondheim, Norway.
8. Henriksen J.O., Vetlesen A.J. Closeness and Distance (Nor) 2010, Gyldendal Akademisk, Oslo.
9. Kramer M. Reality Shock; Why Nurses Leave Nursing 1974, CV Mosby, Saint Louis, Mo.
10. LaSala C.A. Moral accountability and integrity in nursing practice. Nurs. Clin. N. Am. 2009, 44:423-434.
11. Lindseth A., Marhaug V., Norberg A., Udén G. Registered nurses' and physicians' reflections on their narratives about ethically difficult care episodes. J.Adv. Nurs. 1994, 20:245-250.
12. Lindseth A., Norberg A. Aphenomenological hermeneutical method for researching lived experience. Scand. J. Caring Sci. 2004, 18:2.
13. Løgstrup K.E. The Ethical Demand (Dan) 1989 [1956], Nordisk Forlag A/S, København.
14. Maben J., Latter S., Macleod Clark J. The theory-practice gap is alive and unwell: the impact of professional-bureaucratic work conflict on the experiences of newly qualified nurses in the UK. J. Adv. Nurs. 2006, 55(4):465-477.
15. Martinsen K. Care, Nursing and Medicine. Historical - Filosophical Essays (Nor) 2003, Universitetsforlaget, Oslo.
16. Morrow S. New graduate transitions: leaving the nest, joining the flight. J.Nurs. Manag. 2009, 17:278-287.
17. Norberg A., Bergsten M., Lundman B. Amodel of consolation. Nurs. Ethics 2001, 8:545-553.
18. Orvik A. Competence of organizing works against realityshock (Nor). Sykepl. Forsk. Nurs. Res. Oslo 2002, 90:42-46.
19. Skaug E.A. Nursing Identity - a Study of Nursing Identity and the Students Approach to Nursing as Subject 1994, Institutt for sykepleievitenskap, Universitet i Oslo, Oslo.
20. Sneltvedt T., Odland L.-H., Sørlie V. "Standing on your own feet" -recently qualified nurses' experience of just being qualified working in home health care. Home Health Care Manag. Pract. 2009, 22:4.
21. Sneltvedt T., Sørlie V. Valuing professional pride and compensating for lack of experience: challenges for leaders and colleagues based on recently graduated nurses' narratives. Home Health Care Manag. Pract. 2011, 2:8.
22. Solli H. Recently educated nurses' developing from preparedness of action into competence of action (Nor). Sykepl. Forsk. Nurs. Res. 2009, 4:52-60.
23. Solvoll B.-A. Caring Skills as Pedagogic Project - a Field Study in Nursing Education 2007, Series of dissertations submitted to the Faculty of Medicine, University of Oslo, No. 540.
24. Strauss M.B. Easing the transition: a successful new graduate program. J.Contin. Educ. Nurs. 2009, 40:216-220.
25. Sæther E. From novice to proficient practitioner or theorist without practitional insight?. Nurs. Sci. Res. Nordic Ctries. 2003, 23:47-51.
26. Sørlie V. Being in Ethically Difficult Care Situations 2001, (Medical Dissertation no. 727), Umeå University, Umeå.
27. Sørlie V., Førde R., Lindseth A., Norberg A. Male physicians' narratives about being in ethically difficult care situations in paediatrics. Soc. Sci. Med. 2001, 53:657-667.
28. Takase M. The impact of role discrepancy on nurses' intention to quit their jobs. J.Clin. Nurs. 2006, 15:1071-1080.
29. Thidemann I.-J. The vulnerable scene of Learning (in Norwegian). Vård Norden (Care Nordic Ctries. 2005, 25:10-15.
30. Torjul K., Nordam A., Sørlie V. Action ethical dilemmas in surgery: an interview of practicing surgeons. BMC Med. Ethics 2005, 6.