Pennbrant Sandra, Nilsson Maria Skyvell, Öhlén Joakim, Rudman Ann
University West, Department of Nursing, Health and Culture, Trollhättan, Sweden.
Nurse Educ Today. 2013 Jul;33(7):739-45. doi: 10.1016/j.nedt.2012.11.021. Epub 2012 Dec 20.
Professional development is a process starting during undergraduate education and continuing throughout working life. A new nurse's transition from school to work has been described as difficult. This study aims to develop a model describing the professional development of new nurses during their first years of work. To develop this model, constant comparative analyses were performed. The method was a qualitative study of survey data on 330 registered nurses. The results showed that mastering the professional role was the result of an ongoing process building on the nurse's experiences and interactions with the surrounding environment. The professional developmental process involves the following interrelated sub-processes: evaluating and re-evaluating educational experiences, developing professional self-efficacy and developing clinical competence. These sub-processes are influenced by the following factors: social values and norms, healthcare organization, management of new nurses, co-workers, patients and significant others and the nurse's own family and friends. These factors affect professional development directly, indirectly or as mediating influences and can lead to possible outcomes, as new nurses choose to remain in or leave the profession. The results underscore the importance of developing a professional nursing role within the new working context. To facilitate this professional development, new nurses need support from their nursing-school educators and their healthcare employers. The model described here will be the subject of further measurement and testing.
专业发展是一个从本科教育阶段开始并贯穿整个职业生涯的过程。新护士从学校到工作岗位的过渡被描述为困难重重。本研究旨在构建一个模型，描述新护士工作头几年的专业发展情况。为构建此模型，进行了持续比较分析。该方法是对330名注册护士的调查数据进行定性研究。结果表明，掌握专业角色是一个基于护士自身经历以及与周围环境互动的持续过程的结果。专业发展过程涉及以下相互关联的子过程：评估和重新评估教育经历、培养专业自我效能感以及发展临床能力。这些子过程受到以下因素影响：社会价值观和规范、医疗保健机构、新护士的管理、同事、患者及重要他人以及护士自己的家人和朋友。这些因素直接、间接或作为中介影响专业发展，并可能导致新护士选择留在或离开该职业等可能的结果。研究结果强调了在新的工作环境中塑造专业护理角色的重要性。为促进这种专业发展，新护士需要来自其护理学校教育工作者和医疗保健雇主的支持。这里描述的模型将成为进一步测量和测试的对象。
