Walton Jo Ann, Lindsay Natalie, Hales Caz, Rook Helen
Graduate School of Nursing, Midwifery and Health, Victoria University of Wellington, New Zealand.
Graduate School of Nursing, Midwifery and Health, Victoria University of Wellington, New Zealand.
Nurse Educ Today. 2018 Jan;60:62-66. doi: 10.1016/j.nedt.2017.09.022. Epub 2017 Oct 6.
This study was born out of our reflections as educators responsible for helping new graduate nurses transition into their first year of professional practice through a formal education programme. Finding ourselves wondering about many of the questions the students raised with us, we set about looking more closely at what could be gleaned from the students' experience, captured in their written work over the course of a year.
To identify the challenges and learning experiences revealed in reflective assignments written by new graduate nurses undertaking a postgraduate course as part of their transition to registered nurse practice.
STUDY DESIGN, SETTING AND PARTICIPANTS: Data consisted of the written work of two cohorts of students who had completed a postgraduate university course as part of their transition to new graduate practice in New Zealand. Fifty four reflective essays completed by twenty seven participating students were collected and their contents analysed thematically.
Five key themes were identified. The students' reflections noted individual attributes - personal and professional strengths and weaknesses; professional behaviour - actions such as engaging help and support, advocating for patients' needs and safety and putting their own feelings aside; situational challenges such as communication difficulties, both systemic and interpersonal, and the pressure of competing demands. Students also identified rewards - results they experienced such as achieving the nursing outcomes they desired, and commented on reflection as a useful tool.
The findings shed light on the experiences of new graduates, and how they fare through this critical phase of career development. Challenges relating to the emotional labour of nursing work are particularly evident. In addition the reflective essay is shown to be a powerful tool for assisting both new graduate nurses and their lecturers to reflect on the learning opportunities inherent in current clinical practice environments.
本研究源于我们作为教育工作者的思考，我们负责通过一个正规教育项目帮助新毕业护士过渡到他们职业生涯的第一年。我们发现自己对学生向我们提出的许多问题感到好奇，于是开始更仔细地审视从学生的经历中可以获得什么，这些经历记录在他们一年的书面作业中。
确定新毕业护士在攻读研究生课程作为向注册护士实践过渡的一部分时，反思作业中所揭示的挑战和学习经历。
研究设计、背景和参与者：数据包括两组学生的书面作业，他们完成了新西兰一所大学的研究生课程，作为向新毕业护士实践过渡的一部分。收集了27名参与学生完成的54篇反思性文章，并对其内容进行了主题分析。
确定了五个关键主题。学生的反思提到了个人特质——个人和专业的优势与劣势；专业行为——诸如寻求帮助和支持、倡导患者需求和安全以及抛开个人情感等行为；情境挑战，如系统和人际沟通困难以及相互竞争需求的压力。学生们还提到了收获——他们所经历的结果，如实现了他们期望的护理成果，并评价反思是一种有用的工具。
研究结果揭示了新毕业生的经历，以及他们在这个职业发展关键阶段的表现。与护理工作情感劳动相关的挑战尤为明显。此外，反思性文章被证明是一种强大的工具，可帮助新毕业护士及其讲师反思当前临床实践环境中固有的学习机会。
