BEING A NURSE: PERCEPTIONS OF 1-YEAR BACCALAUREATE NURSES

File(s)
Date
2009-05Author
Davis, Sarah K.
Department
Nursing - Nurse Educator
Advisor(s)
Jambunathan, Jaya
Metadata
Show full item recordAbstract
Limited studies exist regarding new graduate nurses' perceptions of nursing
during their role transition. By understanding how a 1-year baccalaureate-prepared
nurse perceives being a nurse, those involved in the transition process can better
understand how to help prepare the nurse for his/her first year out of school. The
research question was: How do baccalaureate-prepared nurses perceive being a nurse
1 year post-graduation?
The theoretical frameworks chosen to guide this study were Benner's (1984)
Novice to Expert Model, and Meleis, Sawyer, Im, Messias, & Schumacher's (2000)
Transition Theory. A qualitative design was used to discover the new nurses'
perceptions of the experience of transition. A convenience sample of 20, 1-year
baccalaureate nurses between the ages of 23 and 31, who had graduated from a
Midwestern university and had been working in a healthcare setting for at least 1 year
post-graduation, comprised the sample. Data were gathered through in-depth,
unstructured face-to-face interviews, and analyzed using Colaizzi's approach (Polit &
Beck, 2008; Speziale & Carpenter, 2007).
Results indicated that the sample was White, and comprised 2 males and 18
females. The mean age of the sample was 25 years. All participants had graduated
between 12 and 18 months at the time of the study. At 3 months into transition, 80%
reported being at the advanced beginner stage; at the competent stage at 6 months; and
at the proficient stage at 1 year. The overarching theme was: The transitional journey:
being a nurse. Data analysis revealed three main themes: (a) starting transition, (b)
during transition, and (c) moving beyond transition. Several subthemes emerged from
the main themes.
The conceptual frameworks guided the exploration of the stages of proficiency
and the transitional journey of new nurses. These nurses enter their role with
perceptions of being thrown in, overworked, and lacking competence. They soon realize
the need to find balance and expand knowledge. When moving beyond transition, they
gain confidence, and a feeling of acceptance into the profession.
By understanding the perceptions of 1-year baccalaureate-prepared nurses,
educators and hospital administrators can better understand how to prepare new
graduates for the work setting. Findings may also have implications for future nursing
students and/or newly graduated nurses.
Subject
Nursing job satisfaction
Nurses job stress
Nursing psychological aspects
Nursing practice
Permanent Link
http://digital.library.wisc.edu/1793/46815Type
Thesis
Description
A Thesis Submitted In Partial Fulfillment of the Requirements For the Degree of Master of Science in Nursing - Nurse Educator