The graduate nurse experience: A New Zealand perspective
DOI:
https://doi.org/10.11157/fohpe.v24i2.599Keywords:
graduate registered nurse, longitudinal study, transition to practiceAbstract
Introduction: The move from senior student to novice/advanced beginner registered nurse has been noted to be a stressful period. This longitudinal study follows the experiences of five cohorts of graduate New Zealand registered nurses throughout their first year of practice (n = 530).
Methods: Data were collected via self-report survey using the Casey-Fink Graduate Nurse Experience Survey© at three points throughout the first year of practice.
Results: Exploratory factor analysis (EFA) resulted in a 5-factor solution for 24 items from section two of the survey: professional support, professional role, professional concerns, professional communication and personal stress. Most respondents (93%) were female, New Zealand Europeans (80%) working in either surgical or medical clinical areas. Professional support from preceptors and exposure to positive role models contributed to a sense of being supported for 81% of the respondents. Satisfaction with choosing the professional role of nursing remained constant with over 90% agreeing or strongly agreeing they had made the right career choice. Across time, respondents reported few professional concerns and few concerns about professional communication. Concerns about personal stress were consistent, with 50% reporting stress related to issues such as finances, childcare and job performance.
Conclusion: Contrary to other research, a honeymoon period was not evident (other than the initial high satisfaction with salary), rather the nurses’ satisfaction with nursing remained high throughout the year.
References
Atherfold, C. (2008). Will someone walk with me? [Unpublished master’s thesis]. Unitec Auckland, New Zealand. https://www.researchbank.ac.nz/handle/10652/1354
Baldwin, S., Coyne, T., Hynes, C., & Kelly, P. (2020). Reflections on setting up a nursing preceptorship programme. British Journal of Nursing, 29(11), 627–631. https://doi.org/10.12968/bjon.2020.29.11.627
Baumann, A., Crea-Aresnio, M., Hunsberger, M., Fleming-Carroll, B., & Keatings, M. (2018). Work readiness, transition and integration: The challenge of specialty practice. Journal of Advanced Nursing, 75(4), 823–833. https://doi.org/10.1111/jan.13918
Benner, P. (1982). From novice to expert. American Journal of Nursing, 82(3), 402–407. https://doi.org/10.2307/3462928
Brook, J., Aitken, L., Webb, R., MacLaren, J., & Salmon, D. (2019). Characteristics of successful interventions to reduce turnover and increase retention of early career nurses: A systematic review. International Journal of Nursing Studies, 91, 47–59. https://doi.org/10.1016/j.ijnurstu.2018.11.003
Burry, R. D., Stacey, A., Backman, C., Donia, M. B. l., & Lalonde, M. (2020). Exploring pairing of new graduate nurses with mentors: An interpretive descriptive study. Journal of Clinical Nursing, 29(15–16), 2897–2906. https://doi.org/10.1111/jocn.15360
Casey, K., Fink, R., Jaynes, C., Campbell, L., Cook, P., & Wilson, V. (2011). Readiness for practice: The senior practicum experience. Journal of Nursing Education, 50(11), 646–652. https://doi.org/10.3928/01484834-20110817-03
Casey, K., Fink, R., Krugman, M., & Propost, J. (2004). The graduate nurse experience. The Journal of Nursing Administration, 34(6), 303–311. https://doi.org/10.1097/00005110-200406000-00010
Cosgrave, C., Maple, M., & Hussain, R. (2018). An explanation of turnover intention among early-career nursing and allied health professionals working in rural and remote Australia: Findings from a grounded theory study. Rural and Remote Health, 18(3), Article 4511. https://doi.org/10.22605/RRH4511
Chen, F., Liu, Y., Wang, X., & Dong, H. (2021). Transition shock, preceptor support and nursing competency among newly graduated registered nurses: A cross-sectional study. Nurse Education Today, 102, Article 104891. https://doi.org/10.1016/j.nedt.2021.104891
Cheng, C. Y., Tsai, H. T, Chang, C. H, & Liou, S. R. (2014). New graduate nurses’ clinical competence, clinical stress and intention to leave: A longitudinal study in Taiwan. The Scientific World Journal, 2014, Article 48389. https://doi.org/10.1155/2014/748389
Duchscher, J. (2009). Transition shock: The initial stage of role adaption for newly graduated registered nurses. Journal of Advanced Nursing, 65(5), 1103–1113. https://doi.org/10.1111/j.1365-2648.2008.04898.x
Dyess, S., & Sherman, R. (2009). The first year of practice: New graduate nurses’ transition and learning needs. The Journal of Continuing Education in Nursing, 40(9), 403–410. https://doi.org/10.3928/00220124-20090824-03
Epstein, M., Soderstrom, M., Jirwe, M., Tucker, P., & Dahlgren, A. (2020). Sleep and fatigue in newly graduated nurses: Experiences and strategies for handling shiftwork. Journal of Clinical Nursing, 29(1–2), 184–194. https://doi.org/10.1111/jocn.15076
Feltrin, C., Newton, J. M., & Willetts, G. (2019). How graduate nurses adapt to individual ward culture: A grounded theory study. Journal of Advanced Nursing, 75(3), 616–627. https://doi.org/10.1111/jan.13884
Fink, R., Krugman, M., Casey, K., & Goode, C. (2008). The graduate nurse experience: Qualitative residency program outcomes. The Journal of Nursing Administration, 38(7/8), 341–348. https://doi.org/10.1097/01.NNA.0000323943.82016.48
Haggerty, C. (2000). Critical case study: Supporting the new graduate nurse entering specialist psychiatric mental health nursing practice [Unpublished master’s thesis]. Victoria University of Wellington, New Zealand.
Haggerty, C., Holloway, K., & Wilson, D. (2012). Entry to nursing practice preceptor education and support: Could we do it better? Nursing Praxis in New Zealand, 28(1), 30–39.
Haggerty, C., Holloway, K., & Wilson, D. (2013). How to grow our own: An evaluation of preceptorship in New Zealand graduate nurse programmes. Contemporary Nurse, 43(2), 162–171. https://doi.org/10.5172/conu.2013.43.2.162
Jamieson, I. (2012). What are the views of Generation Y New Zealand registered nurses towards nursing, work and career? [Unpublished doctoral thesis]. University of Canterbury, Christchurch, New Zealand. https://ir.canterbury.ac.nz/handle/10092/6499
Jamieson, I., Sims, D., Basu, A., & Pugh, K. (2019). Readiness for practice: The views of New Zealand senior nursing students. Nurse Education in Practice, 38, 27–33. https://doi.org/10.1016/j.nepr.2019.05.007
Kramer, M. (1974). Reality shock: Why nurses leave nursing. The C.V. Mosby Company.
Kim, J.- S. (2020). Relationships between reality shock, professional self-concept, and nursing students' perceived trust from nursing educators: A cross-sectional study. Nurse Education Today, 19(88), Article 104369. https://doi.org/10.1016/j.nedt.2020.104369
Mangold, K., & Crockett, C. (2019). Supporting the transition to practice for nurse residents on a multispecialty unit. Critical Care Nurse, 39(5), 76–79. https://doi.org/10.4037/ccn2019165
Ministry of Health. (2023). Graduate nurses. Retrieved May, 24, 2023, from https://www.health.govt.nz/our-work/nursing/nurses-new-zealand/graduate-nurses
Moloney, W., Fieldes, J., & Jacobs, S. (2020). An integrative review of how healthcare organizations can support hospital nurses to thrive at work. Environmental Research and Public Health, 17, Article 8757. https://doi.org/10.3390/ijerph17238757
Nursing Council of New Zealand. (2019). The New Zealand nursing workforce: A profile of nurse practitioners, registered nurses and enrolled nurses 2018–2019. https://online.flippingbook.com/view/407289207/2/#zoom=true
Nursing Council of New Zealand. (2020). Appendix 8: Requirements for registration as a registered nurse. https://www.nursingcouncil.org.nz/Public/Education/How_to_become_a_nurse/Registered_nurse/NCNZ/Education-section/Registered_Nurse.aspx?hkey=b7246e10-b2ac-463e-b735-308667320bbd
Nursing Council of New Zealand. (2021). 2021 annual report for the year ended 31 March. https://online.flippingbook.com/view/1058034361/
Nursing Council of New Zealand. (2022). What we do? https://www.nursingcouncil.org.nz/Public/About/What_we_do/NCNZ/About-section/What-we-do.aspx?
Parliamentary Counsel Office. (2003). Health Practitioners Competence Assurance Act 2003. https://www.legislation.govt.nz/act/public/2003/0048/latest/DLM203312.html
Rainbow, J. G., & Steege, L. M. (2018). Transition to practice experiences of first- and-second career nurses: A mixed-methods study. Journal of Clinical Nursing, 28, 1193–1204. https://doi.org/10.1111/jocn.14726
Sandler, M. (2018). Why are new graduate nurses leaving the profession in their first year of practice and how does this impact on ED nurse staffing? A rapid review of current literature and recommended reading. Canadian Journal of Emergency Nursing, 41(1), 23–24. https://doi.org/10.29173/cjen66
Shinners, J. (2019). Will new graduate nurse residencies be a mandate of the future? The Journal of Continuing Education in Nursing, 50(8), 341–344. https://doi.org/10.3928/00220124-20190717-02
Tangitu, L. (2010). Putting an end to bullying. Kai Tiaki New Zealand, 16(5), 36.
ten Hoeve, Y., Kunnen, S., Brouwer, J., & Roodbol, P. (2018). The voice of nurses: Novice nurses' first experiences in a clinical setting. A longitudinal diary study. Journal of Clinical Nursing, 27(7–8), e1612–e1626. https://doi.org/10.1111/jocn.14307
Ujváriné, A. S., Gál, M., Jakabné, E. H., Sárváry, A., Zrínyi, M., Fullér, N., & Oláh, A. (2020). Staying with nursing: The impact of conflictual communication, stress and organizational problem-solving. International Nursing Review, 67(4), 495–500. https://doi.org/10.1111/inr.12619
Vizient. (2017). Vizient/AACN nurse residency program. https://www.vizientinc.com/our-solutions/clinical-solutions/vizient-aacn-nurse-residency-program
Wagner, A., Polak, P., & Świątkiewicz‑Mośny, M. (2019). Who defines–who decides? Theorising the epistemic communities, communities of practice and interest groups in the healthcare field: A discursive approach. Social Theory & Health, 17, 192–212. https://doi.org/10.1057/s41285-018-0073-6
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2023 Focus on Health Professional Education: A Multi-Professional Journal
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
On acceptance for publication in FoHPE the copyright of the manuscript is signed over to ANZAHPE, the publisher of FoHPE.
