Brandt Cheryl L, Boellaard Melissa R, Wilberding Kaitlyn M
J Contin Educ Nurs. 2017 Jan 1;48(1):14-19. doi: 10.3928/00220124-20170110-05.
Few studies have investigated accelerated second baccalaureate degree nursing program (ASBSN) graduates' transition to practice.
ASBSN graduates (N = 7) were interviewed within 12 to 15 months of graduation about their transition to practice. Using interpretive description, data were analyzed to identify common themes.
Eleven themes emerged, including (a) Intense Situations Evoked Strong Emotions, (b) Patient Safety Was Paramount as I Built Confidence, (c) Being on My Own Was Frightening, and (d) The ASBSN Program Mirrored the Intensity of Real-Life Nursing and Helped Me Transition to Practice.
ASBSN graduates' transition shared similarities with traditional baccalaureate nursing program graduates. They experienced stress, needed support, and contributed to the health care team as they gained confidence. The intensity of the interviewees' ASBSN program prepared them for real-life nursing practice. Graduates' accounts of their transition should persuade staff development professionals to plan postorientation development that considers previous education, work experience, and potential for organizational leadership. J Contin Educ Nurs. 2017;48(1):14-19.
很少有研究调查过护理学第二学士学位加速课程（ASBSN）毕业生向临床实践的过渡情况。
对7名ASBSN毕业生在毕业12至15个月内进行访谈，了解他们向临床实践的过渡情况。采用解释性描述方法对数据进行分析，以确定共同主题。
出现了11个主题，包括（a）紧张情况引发强烈情绪，（b）在建立信心的过程中患者安全至关重要，（c）独立工作令人恐惧，以及（d）ASBSN课程反映了现实生活中护理工作的强度并帮助我向临床实践过渡。
ASBSN毕业生的过渡与传统护理学学士学位课程毕业生有相似之处。他们经历了压力，需要支持，并在获得信心的过程中为医疗团队做出贡献。受访者的ASBSN课程强度使他们为现实生活中的护理实践做好了准备。毕业生对其过渡经历的描述应促使专业发展人员规划入职后发展，考虑到他们以前的教育、工作经验和组织领导潜力。《护理学继续教育杂志》。2017年；48(1):14 - 19。
