Transition From A Student Nurse

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

For the majority of nurses working within the field of modern medicine, one of the most difficult tasks associated with the job must be maintaining the tenuous balance between the pull of professional ambition and honoring the responsibility owed to their current role. Nursing remains one of the most stratified occupations in terms of recognized qualification, and a wide disparity exists between the positions of Licensed Practical Nurse (LPN) and Registered Nurse (RN) in terms of both experience and education. While standards vary from state to state, individual LPNs may be required to complete many of the same duties as their RN counterparts, including the administration of intravenous fluids, the withdrawal of blood for testing, and other crucial aspects of inpatient care. Despite the similar set of skills possessed by LPNs and RNs, the latter position commands a greater level of prestige and a significantly higher salary within the nursing field, and because of this many qualified LPN's aspire to attain the rank of RN in order to better their personal and professional lives. As a working LPN beginning the transition to future RN career, I have encountered many difficulties and obstacles which I feel will only strengthen my resolve and crystallize my ambitions. During the extensive reading required to gain the knowledge needed to work as an RN, a statement made by the authors of LPN to RN Transitions: Achieving Success In Your New Role resonated deeply with me, and I

Transitioning from an licensed practical nurse to a registered nurse is of the hardest things I have ever done. Twelve years ago I took my boards and became a licensed practical nurse. Going to school to become an LPN was difficult, but I was not a mother and I did not work full time as I do now. Getting to know the students I attend school with has made me realize that each student’s role transition is different, with unique outlooks and emotional roller coasters. In the following paragraphs I will preview licensed practical nurse to registered nurse role comparisons, my change in

When most experienced registered nurses hear the word shock, they begin to use their critical thinking skills to determine the patient’s immediate need. However, new graduate nurses in the career field are faced with a different type of shock; they are faced with transitional shock. Transitional shock is a theory created by Judy Duchscher. Her theory is based on reality shock which is a term coined by Marlene Kramer. Reality shock is when new nurses recognize clinical practice and the classroom setting are two different worlds (Hentz and Gilmore, 2011, p.134). When new graduates transition to a registered nurse position, it does not happen with ease. Over the years, there has been a rise in concern with this transition. As new graduates move in the career field, they may feel anxious and uncertain about their new responsibilities. Unfortunately, when there is a high demand of nurses, new graduate nurses are expected to begin a new job at full speed, but they are not able to handle the fast pace position they are placed in. When new graduates are expected to accomplish task they are unprepared for, it sets them up for transitional shock. To minimize transition shock for new graduates, finding a mentor, preceptor, seeking an internship or residency program may help ease the transition.

A number of emotions were felt during this experience, in regards to transitioning from a student nurse to the registered nurse role. Primarily, the transition in role from student nurse to registered nurse was similar to any clinical experience I have had at Midlands Technical College. I was placed in a medical-surgical rotation. I felt slighted that not only were we required to complete a data tool but we also participated in the teamwork model demonstrated in prior semesters. Personally, I did not feel a transition during this particular clinical experience.

The new graduate nurses (NGN) are faced with various issues and challenges especially in their first year of nursing practice. The period of transition from a student to a graduate nurse is a demanding period that is filled with new experiences and there are several concerns and factors that can affect the transition process. The research into the issues has recommended some strategies that can be utilised to ease the transition process from being a student to a professional practicing nurse. Exhaustion, reality shock and time management are some of the factors and issues that the new graduate might encounter during their first year in their career.

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.

Nursing is an excellent career choice, where an individual acquires great gratitude while attending to others necessities. If someone is constantly trying to improve themselves and wanting to be challenged in life, “as nurses, we face tremendous challenges and often see and do things that are extraordinary” (Ulrich xix). By becoming a registered nurse the individual will make a difference. Nursing allows an individual to continuously be benefiting a fellow human being, not only with the patient but with their families as well, having the opportunity to becoming someone especial in the patient’s life. Nursing is a

The objective of this study is to examine the role transition from Licensed Practical Nurse (LPN) to Registered Nurse (RN).

Issues such as staff shortage, increased workload, staff feeling threatened by the student nurses, and poor teaching skills can contribute to students not feeling supported (Burns and Paterson, 2005). Nursing students had identified that anxiety as their main concern in the research done by Masoumi and Sharif (2005). The unfamiliarity of tending for patients and worrying of making mistakes during the clinical attachment are the factors that students feel anxious. Mentor can diminish anxiety by utilizing simulation, where genuine case studies and scenarios are being simulated and roles and responsibilities of student nurse are being discussed (Burns and Paterson, 2005).Gradual encouragement in helping student nurse to gain control over their own learning may aid to construct their confidence which will reduce their

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.

New graduate registered nurses face many challenges when they are fresh out of school. They struggle in categories such as role transition, high performance expectations in a high acuity environment, and an increasing role of accountability in today’s growing health care field. Leaders in nursing have identified that nurses fresh out of school are ill prepared to meet the demands in today’s health care field (Reinsvold, 2008). A recommendation for transforming today’s nursing education is the creation of new graduate nurse residency programs.

The aim of this essay is to reflect on the personal development in one of the four domains at the progression point 2. The four domains of nursing care are professional values; communication and interpersonal skills; nursing practice and decision making; leadership, management and team working (NMC, 2016). These are the essential areas where student nurses have to improve their knowledge and skills prior to the nursing registration for improving the quality of nursing care that they provides afterwards (NMC, 2016). The chosen domain for this particular essay is the nursing practice and decision making, as the author had experienced an incident during the placement which is most

As Nadeau, Raines, and Taglaireni discuss different aspects of the nursing career, both have commonalities. The main commonality is that there is high need of adaptability and flexibility a person must have in this field. Other commonalities include responsibility and financial considerations. Whether a student is completing the schooling or a nurse is training, there will always be the different teaching methods that come with different instructors. A student has multiple professors for the high number of classes required to obtain a degree. A nurse’s education is never ending; they are continuously learning throughout their career. Nurses learn from their doctors, other nurses, staff, and even patients. Both, student and nurse, have to be able to understand the material being taught in any environment. According to Editor Briana

As in any reaction to change, the 2005 entry level competencies changes for nurses is more transformational rather than incremental. The rapid implementation of these new structures, conditions, programs and policies did not require the much needed common planning time. These kinds of change in my opinion are rapid and are far only better in smaller learning communities. Rapid changes do not provide the operating flexibility, autonomy, and budgetary authority needed to implement change. This dramatic approach is intended to implement a whole reform using a new set of leaders with multiple external organizations or providers in an integral faction. The result in three to four years will be the IENs, their culture, beliefs, and how they interact