Murokole Enock, Powers Madeline, Nabirye Rose Chalo, Kakyo Tracy Alexis, Akello Sarah Racheal, Epuitai Joshua
Department of Nursing, Faculty of Health Sciences, Busitema University, P.O Box 1460, Mbale, Uganda.
Department of Nursing and Midwifery, Muni University, P.O Box 725, Arua, Uganda.
BMC Nurs. 2025 Aug 25;24(1):1110. doi: 10.1186/s12912-025-03767-6.
Transitioning from university-based education to clinical practice may be quite challenging for newly qualified nurses and midwives. The study explored clinical transition experiences of newly qualified nursing and midwifery graduates in Uganda.
The qualitative descriptive design was used based on the Duchscher's transition shock theory. We conducted 15 in-depth interviews among new graduates who were working in various private and public health facilities in Uganda. The data were analysed using a deductive thematic approach.
We identified three themes: (1) transition experience, (2) recovery and adaptation to new roles (3) confidence and challenges during transition. New graduates' excitement of joining clinical practice was replaced with a transition shock experience. The shock experience involved emotional and socio-cultural responses to the realities of clinical practice. Transition shock was related to unfamiliar clinical settings, fears of fitting in, fears of making mistakes, difficulty translating theory to practice and unpreparedness for clinical practice. Transition programs, including internship, orientation, training opportunities, preceptorship, and mentorship helped new graduates to adapt to new clinical settings. While new graduates were initially bereft of confidence, they eventually gained confidence and competence. During the transition phase, new graduates faced several challenges in clinical practice. These included employment challenges, poor work conditions, mistreatment, inadequate supervision and mentorship, and unrealistic expectations.
Newly qualified nurses and midwives experience transition shock and several challenges during the transition to clinical practice. Improving new graduates' work conditions, support systems, supervision, and mentorship is critical in promoting positive transition experiences. Ultimately, this may help improve new graduates' experiences during the critical transition period.
Not applicable.
对于刚获得资格的护士和助产士而言，从大学教育过渡到临床实践可能颇具挑战性。本研究探讨了乌干达刚获得资格的护理和助产专业毕业生的临床过渡经历。
基于杜舍尔的过渡休克理论采用定性描述性设计。我们对在乌干达各类私立和公立卫生机构工作的新毕业生进行了15次深入访谈。数据采用演绎主题分析法进行分析。
我们确定了三个主题：（1）过渡经历；（2）恢复并适应新角色；（3）过渡期间的信心与挑战。新毕业生加入临床实践时的兴奋之情被过渡休克经历所取代。这种休克经历涉及对临床实践现实的情感和社会文化反应。过渡休克与不熟悉的临床环境、融入的恐惧、犯错的恐惧、理论转化为实践的困难以及临床实践准备不足有关。过渡计划，包括实习、入职培训、培训机会、带教和指导，帮助新毕业生适应新的临床环境。虽然新毕业生最初缺乏信心，但他们最终获得了信心和能力。在过渡阶段，新毕业生在临床实践中面临若干挑战。这些挑战包括就业挑战、恶劣的工作条件、虐待、监督和指导不足以及不切实际的期望。
刚获得资格的护士和助产士在向临床实践过渡期间会经历过渡休克和若干挑战。改善新毕业生的工作条件、支持系统、监督和指导对于促进积极的过渡经历至关重要。最终，这可能有助于改善新毕业生在关键过渡时期的经历。
不适用。
