Intraprofessional Conflict Cause Of Conflict In Nursing

McKenna, L., & Newton, J. M. (2009). After the graduate year: a phenomenological exploration of how new nurses develop their knowledge and skill over the first 18 months following graduation. Australian Journal of Advanced Nursing, 25. Retrieved from http://web.a.ebscohost.com.proxymu.wrlc.org/ehost/pdfviewer/pdfviewer?sid=57a243af-c0d3-4f81-addf-041456493db3%40sessionmgr4005&vid=1&hid=4206

Dyess and Sherman (2009) explains in their journal The First Year of Practice: New Graduate Nurses Transition and Learning Needs, even though newly graduated nurses have achieved licensure to perform their job duties, many lack the clinical skills and critical thinking needed to provide safe patient care (Dyess & Sherman, 2009). In order to prepare for the influx of new nurses, The National Council of State Boards of Nursing’s (NCSBN) ideas led to a grant-supported Novice Nurse Leadership Institute (NNLI), a transition program used for researching and improving the transition of new nurses into practice. This model includes several significant novice nursing skill topics such as self-knowledge, leadership, procedural skill and ease, effective communication, clinical judgment, professionalism, knowledge of the health care environment, cultural diversity and sensitivity, safe practice, business skills, caring for self, and many others (Dyess & Sherman, 2009).

Patricia Benner, a well-known nursing theorist who published From Novice to Expert, theorizes how a nurse should progress through their career. Benner’s theory explains what stage of nursing one is in based on your education and the amount of time one has worked in a specific nursing field. She describes the five stages of the theory: novice, advanced beginner, competent, proficient, and expert. While this theory has its limitations, it is beneficial to the well-being of both the nurse and patient and that is proven by real world clinical practice.

Everyone has to deal with conflict: both in the workplace and personal lives. Fresh nurses too have to witness this at their new work setting.

Transitioning from nursing school to working in a hospital setting can be a challenging time for a new graduate. Due to the nursing shortage, new graduate nurses are being hired with little to no experience. This is overwhelming for new nurses, especially when they are not getting adequate support or training from the hospital. The amount of stress, pressure, and lack of training is leading to a high turnover rate for new graduate nurses. With patient acuity on the rise, new graduate nurses that are filling these vacancies in the hospitals, need to be competent nurses to provide proper and safe care to the patients.

The first pattern of knowing in nursing presented is the Empirics: the science of nursing. Carper (1978) described this empirical knowing as factual evidence and proven medical research or documentation used for patient treatment. This empirical knowledge is vastly related explanations and predictions from facts and things that have been proven. This author believes that most of this scientific evidence or knowledge stems from books and clinical experiences gained in healthcare facilities under the leadership of trained educators or licensed medical providers. This author believes this because as a nursing student, she will learn nursing techniques such as inserting foley catheters, and doing injections first by observing the nursing

As new nurses enter into bedside nursing, they are precepted by an experienced nurse to help with their transition. This time frame varies based on the specialty of the nursing floor and the progress and experience of the student nurse. But why is precepting chosen? A study by Harrison-White and Simons (2013) shows that students who take part in preceptor programs are more likely to feel more confident in their role, be able to provide effective care sooner, and remain within the nursing field. Considering the implications of this occupation and the current shortage of nurses, it is important that we ensure the best start for

The beginning of a new graduate nurses career rarely begins easily, there seems to be a distinct disconnect between the fantasy of what it means to be a nurse and the reality of bedside nursing. Nursing school seems to feed into this disconnection, in that it does not prepare the new graduate registered nurse (NGRN) for their professional practice. What nursing school does is give the NGRN the basics, a peak into what is to come. The NGRN has to find out for themselves what the true meaning of being a nurse is and if it fits their preconceived ideas.

The professional relationship between doctors and nurses, has often been influenced by power, social status and gender making effective collaboration difficult to achieve. Historically, nursing was regarded as an inferior, arduous occupation, practiced by morally questionable women. McKay and Narasimhan

Lateral workplace violence is described as aggressive, destructive, or harassment behavior in the workplace between nurses or other members of the interprofessional team (Yoder-Wise, 2015). This type of behavior can occur within every aspect of life including professional, social, and personal life. The behavior can include gossiping, withholding information, or ostracism extending outside of the workplace and can occur in person or in cyberspace (American Nursing Association, 2011). Lateral workplace violence is very common among nursing students and new graduates due to the lack of confidence and skill set these individuals possess during the learning process. These new nurses are forced to rely on nurse managers and leaders to prevent interprofessional conflict from peers with equal power (Yoder-Wise, 2015).

While adapting the Dreyfus Model, Patricia Benner developed the five stages of skills acquisition. The first is the novice stage. With no clinical background or experience this is where all student nurses begin. Novice nurses guide their practice by text book rules and what is taught during orientation from their preceptors. Benner has also implied that an experienced nurse could be classified as novice if they are practicing in a setting where the tools needed for patient care are unfamiliar (Alligood & Tomey, 2010). An example of this would be a nurse who works on an adult medical surgical unit having to float to pediatrics. This nurse may have years of experience working with adult medical surgical patients but no training in relation to caring for a child.

Nurses continually strive to bring holistic, efficient, and safe care to their patients. However, if the safety and well-being of the nurses are threatened or compromised, it is difficult for nurses to work effectively and efficiently. Therefore, the position of the American Nurses Association (ANA) advocate that every nursing professional have the right to work in a healthy work environment free of abusive behavior such as bullying, hostility, lateral abuse and violence, sexual harassment, intimidation, abuse of authority and position and reprisal for speaking out against abuses (American Nurses Association, 2012).

Patricia Benner described the first stage as the novice nurse who is taught general rules to perform tasks without any, or very few, clinical experience. This rule-governed behavior is limited and inflexible (“From Novice to Expert”, 2013). Most nursing students are in the novice stage while they are completing their educational requirements (Cherry & Jacob, 2014). Although they have some exposure to clinical experience, it is limited and under the guidance of a nursing instructor rather than in a “real world” setting. According to Cherry & Jacob (2014), once the nursing student graduates, he or she will begin the progression into the advanced beginner stage (second stage). The advanced beginner nurse is able to make some judgment calls based on having experience in actual situations and performance is adequate. During this stage, the nurse begins to formulate principles to guide actions (“From Novice

In today’s world, it is essential to incorporate nursing theory into practice. Patricia Benner, through her work, “has provided essential understanding of how knowledge and skills are acquired and directly applied to nursing practice, education, research and administration” (Altmann, 2007, p. 114). According to Benner’s model of skill acquisition, “the nurse passes through five stages of career development, novice, advanced beginner, competent, proficient and expert” (English, 1993, p.387). Specific patterns of behavior, thinking, and performance is present in each stage. The most experience is associated with the expert nurse and the least experience is possessed by the novice nurse (Benjamin, 2007). This model is based on ascending level of proficiency and the key concepts of this model are: competence, skill attainment, experience, clinical knowledge and practical knowledge

"Brenner (1984) described the 5 stages of development for the professional nurse. The stages are (1) Novice (2) Advance Beginner (3) Competent practitioner (4) Proficient practitioner (5) Expert Practitioner. The stages progress from a nursing student to the professional practitioner through growth and knowledge." (Lopez-Boyd, 1997, p. 41) Nursing is a profession. Look around you, you see competent, caring individuals