LeeAnna Spiva is director of nursing research, WellStar Health System, Center for Nursing Excellence, Atlanta, where Frank McVay is an RN. Patricia L. Hart is assistant professor, Kennesaw State University, WellStar School of Nursing, Kennesaw, GA. Lisa Pruner is clinical practice nurse, Kennestone Nursing, Marietta, GA, where Donna Johnson is assistant nurse manager, professional practice. Kenzie Martin is a staff nurse at Windy Hill Hospital, Marietta, GA, where Betsy Brakovich is vice president and chief nursing officer and Sency G. Mendoza is clinical educator. Contact author: LeeAnna Spiva,
Am J Nurs. 2013 Nov;113(11):24-32. doi: 10.1097/01.NAJ.0000437108.76232.20.
The future of nursing depends on newly licensed RNs (NLRNs), who often need help in transitioning from an academic to a clinical setting. This study sought to describe the NLRN's orientation experience and to identify ways of enhancing it.
Using qualitative methods, a convenience sample of NLRNs was recruited and 21 were interviewed; audio recordings of the interviews were transcribed and validated for accuracy. Interpretative analysis of the transcripts sought to identify major patterns and themes.
Four patterns and 10 themes emerged from the data analysis: preceptor variability (with themes of satisfactory and unsatisfactory preceptorship), professional growth and confidence changing with time (with themes of learning through experience, learning to manage time, and learning to communicate), a sense of being nurtured (with themes of support through the program, the preceptor, and peers), and enhancing the transition (with themes of orientation enhancements and human resource enhancements).
These qualitative findings provide insight into the NLRN's transition from student to professional and suggest ways institutions might enhance orientation. Further study is warranted.
护理的未来取决于新获得注册护士执照的护士（NLRN），他们通常需要在从学术环境过渡到临床环境方面的帮助。本研究旨在描述 NLRN 的入职体验，并确定增强入职体验的方法。
使用定性方法，方便招募了一批 NLRN 并对 21 名受访者进行了访谈；对访谈的音频记录进行了转录并验证了准确性。对转录本的解释性分析旨在确定主要模式和主题。
数据分析中出现了四个模式和十个主题：导师的可变性（包括满意和不满意的指导关系主题）、随着时间的推移专业成长和信心的变化（包括通过经验学习、管理时间学习和沟通学习的主题）、被培养的感觉（包括通过计划、导师和同事获得支持的主题）以及增强过渡（包括入职体验增强和人力资源增强的主题）。
这些定性发现深入了解了 NLRN 从学生到专业人员的过渡，并提出了机构可能增强入职体验的方法。进一步的研究是必要的。
