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BEING A NURSE: PERCEPTIONS OF BACCALAUREATE NURSES ONE YEAR POST GRADUATION FROM AN ACCELERATED PROGRAM

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dc.contributor.advisor Jambunathan, Jaya
dc.contributor.author Kunde, Abigail M
dc.date.accessioned 2010-11-01T19:56:06Z
dc.date.available 2010-11-01T19:56:06Z
dc.date.issued 2010-05
dc.identifier.uri http://digital.library.wisc.edu/1793/46931
dc.description A Clinical Paper Submitted In Partial Fulfillment of the Requirements For the Degree of Master of Science in Nursing Nurse Educator en
dc.description.abstract Few qualitative research studies have been completed on baccalaureate nurses' perceptions of being a nurse one year post graduation, and how they transition into their professional role. The research question for this study was: How do baccalaureate nurses perceive being a nurse one year post graduation from an accelerated program? The current study was a replication of Davis's (2009) research, which looked at perceptions of traditional program students one year post graduation. Theoretical frameworks for this study were Benner's (1984) Novice to Expert Model, and Meleis, Sawyer, Im, Messias, and Schumacher's (2000) Transition Theory. A qualitative design was used. A convenience sample of 9 baccalaureate prepared nurses from an accelerated BSN program in the Midwest comprised the sample. Data were collected through interviews and a demographic questionnaire and analyzed using Colaizzi's method of analysis (Colaizzi, 1973). Results indicated that the sample was White, consisting of 7 females and 2 males. The mean age of the sample was 48 years. All participants had graduated between 12 and 18 months at the time of study. At 3 months into transition, the majority of participants (56%) identified with being at the advanced beginner stage; by 6 months at the competent stage; and by one year at the proficient stage. The overarching theme was: being a nurse, the transitional process. During data analysis, three main themes emerged: beginning transition, during transition, and beyond transition. Several subthemes emerged to support the main themes. The conceptual frameworks aided in discovering the new nurses' transitional process, as well as the stages of proficiency. Participants began their transition by questioning their knowledge and abilities, but were able to quickly move forward and gain experience, balance, and confidence. With a greater level of confidence the nurses were able to join the team and become a valuable part of their profession. By understanding the perceptions of new nurses from an accelerated baccalaureate program, hospital, university administrators, and educators can better understand how to prepare new nurses for the transition into their professional role. Findings may also have implications for current/future students and/or newly graduated nurses. en
dc.description.provenance Submitted by Susan Raasch (raasch@uwosh.edu) on 2010-11-01T19:56:06Z No. of bitstreams: 1 A Kunde CP.pdf: 643899 bytes, checksum: 11de6519e823022ccd19a6bf2b436805 (MD5) en
dc.description.provenance Made available in DSpace on 2010-11-01T19:56:06Z (GMT). No. of bitstreams: 1 A Kunde CP.pdf: 643899 bytes, checksum: 11de6519e823022ccd19a6bf2b436805 (MD5) Previous issue date: 2010-05 en
dc.language.iso en_US en
dc.subject Nursing psychological aspects en
dc.subject Nursing job satisfaction en
dc.subject Nursing practice en
dc.subject Nurses job stress en
dc.title BEING A NURSE: PERCEPTIONS OF BACCALAUREATE NURSES ONE YEAR POST GRADUATION FROM AN ACCELERATED PROGRAM en
dc.type Clinical paper en
thesis.degree.level MS en
thesis.degree.discipline Nursing - Nurse Educator en

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