Short Report: Transitions in health professional education: Theory, research and practice

Ali, K., Tredwin, C., Kay, E., & Slade, A. (2015). Transition of new dental graduates into practice: A qualitative study. European Journal of Dental Education, 20, 65–72.

Aubusson, K. (2017, June 7). Damning AMA survey reveals the toll of overworking junior doctors. Sydney Morning Herald. Retrieved from http://www.smh.com.au/national/health/damning-ama-survey-reveals-the-toll-of-overworking-junior-doctors-20170606-gwlbdv.html

Avis, M., Mallik, M., & Fraser, D. M. (2013). “Practising under your own pin”: A description of the transition experiences of newly qualified midwives. Journal of Nursing Management, 21, 1061–1071.

Bleakley, A., & Brennan, N. (2011). Does undergraduate curriculum design make a difference to readiness to practice as a junior doctor? Medical Teacher, 33(6), 459–467.

Eccleston, K. G., Biesta, G., & Hughes, M. (2010). Transitions in the lifecourse: The role of identity, agency and structure. In K. Ecclestone, G. Biesta, & M. Hughes (Eds.), Transitions and learning through the lifecourse (pp. 1–15). London, England: Routledge.

Gale, T., & Parker, S. (2014). Navigating change: A typology of student transition in higher education. Studies in Higher Education, 39(5), 734–753.

Gordon, L. J., Jindal-Snape, D., Morrison, J., Muldoon, J., Needham, G., Siebert, S., & Rees, C. E. (in press). Multiple and multi-dimensional transitions from trainee to trained doctor: A qualitative longitudinal study in the UK. BMJ Open.

Grassley, J. S., & Lambe, A. (2015). Easing the transition from clinician to nurse educator: An integrative literature review. Journal of Nursing Education, 54(7), 361–366.

Hart, J. A., & Swenty, C. F. (2015). Understanding transitions to promote student success: A concept analysis. Nursing Forum, 51(3), 180–185.

Hyde, E. (2015). A critical evaluation of student radiographers’ experience of the transition from the classroom to their first clinical placement. Radiography, 21, 242–247.

Illing, J. C., Morrow, G. M., Rothwell, C. R., Burford, B. C., Baldauf, B. K., Davies, C. L., . . . Morrison, J. (2013). Perceptions of UK medical graduates’ preparedness for practice: A multi-centre qualitative study reflecting the importance of learning on the job. BMC Medical Education, 13, 24. Retrieved from http://www.biomedcentral.com/1472-6920/13/34

Jindal-Snape, D. (2016). A–Z of transitions. London, England: Palgrave.

Kehoe, A., McLachlan, J., Metcalf, J., Forrest, S., Carter, M., & Illing, J. (2016). Supporting international medical graduates’ transition to their host country: Realist synthesis. Medical Education, 50, 1015–1032.

Kennedy, S., Kenny, A., & O’Meara, P. (2015). Student paramedic experience of transition into the workforce: A scoping review. Nurse Education Today, 35, 1037–1043.

Kilminster, S., Zukas, M., Quinton, N., & Roberts, T. (2011). Preparedness is not enough: Understanding transitions as critically intensive learning periods. Medical Education, 45, 1006–1015.

Lundin, R. M., Bashir, K., Bullock, A., Kostov, C. E., Mattick, K. L., Rees, C. E., & Monrouxe, L. V. (2017). “I’d been like freaking out the whole night”: Exploring emotion regulation based on junior doctors’ narratives. Advances in Health Sciences Education. Advance online publication. doi:10.1007/s10459-017-9769-y

Monrouxe, L. V. (2009). Solicited audio diaries in longitudinal narrative research: A view from inside. Qualitative Research, 9, 81–103.

Monrouxe, L., Bullock, A., Cole, J., Gormley, G., Kaufhold, K., Kelly, N., . . . Scheffler, G. (2014). How prepared are UK medical graduates for practice? Final report from a programme of research commissioned by the General Medical Council. Retrieved from http://www.gmc-uk.org/about/research/25531.asp

Monrouxe, L. V., Grundy, L., Mann, M., John, Z., Panagoulas, E., Bullock, A., & Mattick, K. (2017). How prepared are UK medical graduates for practice? A rapid review of the literature 2009–2014. BMJ Open, 7, e013656.

Monrouxe, L. V., & Sweeney, K. (2013). Between two worlds: Medical students’ narrative identity tensions. In C. Figley, P. Huggard, & C. E. Rees (Eds.), First do no self harm: Understanding and promoting physician stress resilience (pp. 44–66). New York, NY: Oxford.

Murray, C., Stanley, M., & Wright, S. (2014). The transition from clinician to academic in nursing and allied health: A qualitative meta-synthesis. Nurse Education Today, 34, 389–395.

Naylor, S., Ferris, C., & Burton, M. (2016). Exploring the transition from student to practitioner in diagnostic radiography. Radiography, 22, 131–136.

Neale, B., & Flowerdew, J. (2003). Time, texture and childhood: The contours of longitudinal qualitative research. International Journal of Social Research Methodology, 6(3), 189–199.

Payne, C. (2016). Transitions into practice: First patient care experiences of baccalaureate nursing students. Nurse Education in Practice, 16, 251–257.

Poronsky, C. B. (2013). Exploring the transition from registered nurse to family nurse practitioner. Journal of Professional Nursing, 29(6), 350–358.

Rohatinsky, N. K., & Jahner, S. (2016). Supporting nurses’ transition to rural healthcare environments through mentorship. Rural and Remote Health, 16, 3637. Retrieved from www.rrh.org.au/publishedarticles/article_print_3637.pdf

Rush, K. L., Adamack, M., Gordon, J., Lilly, M., & Janke, R. (2013). Best practices of formal new graduate nurse transition programs: An integrative review. International Journal of Nursing Studies, 50, 345–356.

Takeno, Y. (2010). Facilitating the transition of Asian nurses to work in Australia. Journal of Nursing Management, 18, 215–224.

Teunissen, P., & Westerman, M. (2011). Opportunity or threat: The ambiguity of the consequences of transitions in medical education. Medical Education, 45, 51–59.

Thomson, R., & Holland, J. (2003). Hindsight, foresight and insight: The challenges of longitudinal qualitative research. International Journal of Social Research Methodology, 6(3), 233–244.

Westerman, M., Teunissen, P. W., Fokkema, J. P., van der Vleuten, C. P., Scherpbier, A. J., Siegert, C. E., & Scheele, F. (2013). The transition to hospital consultant and the influence of preparedness, social support, and perception: A structural equation modelling approach. Medical Teacher, 35(4), 320–327.