Nurse Transition Into Clinical Practice Essay

As new nursing graduates begin the process of transition into the nursing practice. There are many challenges and issues which are associated throughout the transition. New graduates may embark their journey through a graduate program or seek employment solo. The transition period may consist of challenges, that students will encounter during their journey. This essay will identify, discuss and critically reflect nursing key challenges that student nurses may face, throughout the process of the transition phase. The nursing key challenges chosen for this essay include professionalism, preparation, personal factors, competency factors, patient- centered care and job satisfaction. These nursing challenges will be thoroughly discussed and supported by current evidenced based research and nursing literature.Nurse Transition Into Clinical Practice Essay

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Transition is defined as a process or period of change from one state or condition to another (Oxford, 2016). In relation to nursing students, it is also defined as students transitioning from one program to another (Oxford, 2016). It is essential that nursing students are cohesively prepared and ready to commence the next journey of their careers. As nursing students begin to prepare themselves for the transition, such preparation occurs over the duration of studies. In depth, theoretical knowledge, practical skills and clinical placements have occurred and beyond. Research has found the initial 12-month period of transition to professional practice is incorporated by both a personal and professional journey (Duchscher, 2008). This essay will now identify and discuss challenges that encounter on a personal and professional manner.
Recent studies have shown that student registered nurses Nurse Transition Into Clinical Practice Essay

In conclusion, this paper has covered areas of challenges such as personal and professional factors, preparation and mock interviewing, stress factors and competency. These areas were identified and discussed thoroughly, to recognise and help understand what student nurses may come across their transition period of nursing practice. These challenges are subject to each individual. However, may impact the many student’s abilities to successfully succeed now and during their nursing careers. This essay has also found that many students will overcome these challenges with support from peers and clinical facilitators, nursing educator’s and nursing staff.
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The transition from a nursing student to a registered nurse is a critical career turning point among the nursing trainees. It is a point in which student nurses experience both exciting and challenging moments as they struggle to adapt to their professions. As such, they require mentors to encourage and guide them through their career development. During this transition point, student nurses need adequate time to adapt to the work environment, roles, responsibilities, and the underlying change of identities. Of great importance is their ability to switch from protected training institution to the authentic world that underpins their careers. However, the duration that nursing students take to adjust and adapt to the demanding professional roles varies from one trainee to another. In most countries, the transition period is the first twelve months after graduation upon which the student is recognised as a qualified nursing professional.Nurse Transition Into Clinical Practice Essay

The transition from a graduating nursing student (GNS) to a registered nurse (RN) can be challenging and stressful [1]. It is common for GNSs to feel insecure about their competence level which complicates the adaptation to new role as a RN. Demands on GNSs are high, but GNSs are noted to be poorly prepared for responsibilities and the reality of nursing [2-4]. The transition is an individually experienced, a nonlinear unpredictable and challenging process [4,5]. Duchscher [5] quotes Kramer [6] and defines this period as “Transition Shock”: the aspects of a new graduate’s roles, responsibilities, knowledge and relationship during the transition.Nurse Transition Into Clinical Practice Essay

During the transition, GNSs desire to improve their clinical skills, increase clinical experience and get information about the practical aspects of being a RN [3,7]. The final clinical practicum aims to improve GNSs’ professional skills, confidence, preparedness for nursing practice [8,9] and awareness of the responsibilities before stepping into working life [8]. Besides the developmental and intellectual adaptation, taking on a new role as a RN includes also adaptation at the socio-cultural and physical level [5].

Realities of nursing do not always match the expectations of GNSs’ it might increase the feelings of insecurity [4,10,11]. If these feelings are ignored during the transition, the adaptation to working life can be complicated [2,12] and have negative impact on self-confidence, critical thinking and clinical knowledge of GNSs [2,4]. Unpreparedness and negative experiences during the transition can effect on new nurses´ willingness to stay in profession [13,14].

The aim of this study was to describe anticipations of graduating nursing students of the unpredictable transition to a registered nurse. The research question was: What kind of anticipations GNSs have about the transition from GNS to a RN?Nurse Transition Into Clinical Practice Essay

Methods
A descriptive design with a modulated narrative method was used. GNSs (n=16) were enrolled from the nursing degree programme in one polytechnic in Southern Finland. Finnish nursing degree program consists of 210 credits (3.5 years) comprising two-thirds of theoretical and one third of clinical studies.

Inclusion criteria were: (1) students graduating at ongoing semester, (2) had not had final clinical practicum before the data collection.

The data was collected in December 2010 from 16 GNSs from two nursing degree programme group fulfilling the inclusion criteria at the time of data collection. The GNSs were asked to write an essay with answering to the following question: “What kind of anticipations you have about forthcoming role change from GNS to RN?” The essay was written anonymously. Background information was: age, gender, prior work experience in healthcare and possible previous health-related education. The GNSs returned the essay to the researcher in sealed envelopes. It took on average 30 minutes to write the essays. The total amount of collected data was 16 hand-written pages.

Inductive content analysis was used. The expressions of GNSs anticipations about the role change were the unit of analysis. The length of the expressions varied from a few words to long sentences. The number of expressions in one essay varied from between five and eight. A large number of expressions were written down in a way that did not alter their original content. Finally, a total of 90 expressions were chosen. Based on the analysis, nine subcategories were constructed and were combined into three main categories Nurse Transition Into Clinical Practice Essay

Main category

Subcategory

Fear and stress of

competence

Lack of knowledge

Demands of the employer

Increasing responsibilities

Opportunity to learn new things

Learning from colleagues

Learning through work

Continuing education

Orientation to the future

Giving up of the role of a student

Positive expectations

The impacts of role change on life

Table 1. The anticipations of the transition

The study was carried with a good scientific practice [15]. The written consent for data collection was obtained from the polytechnic where the study was carried out (09/2010). Written essay was seen as an informed consent. The anonymity was ensured in a way that only the researcher read and processed the essays without any connections to the participants.Nurse Transition Into Clinical Practice Essay

Findings
All participants were female between 22 and 37 years (average age 24.6). Four of the students had previous associate degree nursing education (licensed practical nurse). The previous health care work experience varied between 6 months and 4.5 years (average2.2 years). The anticipations of the transition from GNS to a RN were divided into three main categories: 1) Fear and stress of competence, 2) opportunity to learn new things and 3) orientation to the future (Table 1).

Fear and stress of competence

GNSs expressed fear and stress about their lack of knowledge, demands of the employer and increasing responsibilities. GNSs felt that they have lack of knowledge about different illnesses, physiology and medical treatment-related issues. GNSs were afraid that they would not be able to cope with their future work and not remember all that they had learnt. Several felt unprepared to act independently.

By demands of the employer, GNSs meant either the competence requirements or attitudes towards the recently graduated nurse. GNSs felt that the work community and its atmosphere are significant in terms of the transition experience. GNSs assumed that the employer would have certain expectations about hiring professionals and this caused stress. GNSs did not always feel themselves completely professional and they thought that the employer would expect them to hold the latest nursing knowledge. The GNSs felt that they were expected to be competent right after graduation; however they hoped the employer and co-workers would understand GNSs’ incompleteness in nursing. The GNSs perceived the nursing profession to be a very demanding field that requires responsibilities and ability to deal with them and these caused worry. Students felt stress about mistakes and highlighted the significance of maintaining competence in all nursing interventions, especially in medical care.Nurse Transition Into Clinical Practice Essay

Opportunity to learn new things
A willingness to learn new things appeared in GNSs’ expressions about the transition experience. They felt that learning would occur in the form of learning from colleagues, learning through work and through continuing education.

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GNSs showed their openness to learn new things after graduation by asking for advice from colleagues. Daring to ask even silly questions was seen as important. GNSs felt that being introduced to the new work is important and they hoped that they would get such an introduction at their future workplaces. In most cases GNSs were convinced that the real learning and adaptation to the role of nurse will take place through working in clinical practice. At the same time, they were hoping to receive a confirmation about their choice of profession and to finally feel good about what they do.

The voluntary nature of learning and continuing education was brought up repeatedly. Most of the GNSs expressed a motivation to develop themselves after graduating and willingness to participate in education of their own field of interest.Nurse Transition Into Clinical Practice Essay

Orientation to the future
Some GNSs were puzzled about giving up the role of a student, some wrote mainly about positive expectations and some were thinking about the impacts of the role change on life.

Some GNSs felt that burying their former student identity would be challenging and described that there was a certain feeling of sadness when they had to leave the safe role of a student and their fellow students. Even if the GNSs expressed feelings of fear and stress about of the coming role change, they also expressed positive aspects of their future. In most cases, the positive expectations were happiness and enthusiasm about completing their studies, fulfilling the set goals and the beginning of their nurse career. In addition, GNSs expressed that after graduating they would be able to act in nursing in the way they perceive is the best one. GNSs were aware adapting to a new role and the burden of beginning their working life.Nurse Transition Into Clinical Practice Essay

GNSs felt that along with the role change, they would also move into the role of an adult. They felt that by graduating into a profession they would cross a line between youth and adulthood and this caused anxiety for some of the GNSs. GNSs thought that life would become more organized and take a more responsible form. Many also felt relief at the prospect of transferring to working life because now they would have the opportunity to focus on work only and would be better-off financially.

Discussion
The findings of this study were mainly in line with previous studies [5,8,12]. The transition from GNS to RN caused fear and stress, but at the same time GNSs viewed it positively as representing the opportunity to learn. The fear and stress was mainly focused on GNSs’ lack of knowledge in terms of treating illnesses and medical care [3], on how they would manage in their future work environment in general and increasing responsibilities [11]. Earlier studies have reported that GNSs understand the meaning of self-responsible practice [8] and they worry about the challenging nature of nursing work [10].Nurse Transition Into Clinical Practice Essay

In this study GNSs were worried about the high demands of the working environment and the future employer. This is exactly what Duchscher [5] describes in her “Transition Shock Model”. This study showed that the transition already begins during the final semester and before the final clinical practicum. The GNSs’ feelings should be recognized and reflective discussions should be conducted with them about these feelings. Overall, there is a need for more extensive cooperation between nurse teachers, GNSs and mentors to reduce the stress and fear as well as to help to find new methods to facilitate the challenging transition from GNSs to RN during the final clinical practicum. This might also help to improve GNS’s individual coping strategies, allowing them to feel that they manage nursing and stay in the profession.

GNSs’ reflections about the future aspect of the transition mainly related to giving up the safe role as a student. For GNSs, the positive aspects of the impending transition included ending their studies and being enthusiastic about reaching the goals. Despite the feelings of fear and stress, students perceived the challenges that working life might bring in a positive way.Nurse Transition Into Clinical Practice Essay

There are previous empirical researches about GNSs’ role change during the transition from GNS to RN, but there is a need for studies concerning the importance of the final clinical practicum. The results of this study can be utilized in developing mentor training programs and as a base for reflective discussions and peer work both in theoretical and practical studies. There is a need for robust evidence about transition facilitation from GNS to RN. Intervention testing requires collaboration between health care organizations, educational institutions and researchers.

The data was gathered from two student groups in one polytechnic, albeit in a large one, and only 16 GNSs took part. However, the volunteer participating GNSs gave a rich data to be analyzed. The consistency of coding was ensured by a consensus discussion of two researchers during the analysis. The narrative data collection method and the small sample size must be considered when scrutinizing the extent to which the results can be generalized.Nurse Transition Into Clinical Practice Essay

Conclusions
The anticipations of GNSs discussed in this study provide a way to understand the emotional and challenging transition from GNS to a RN. The findings provide information for nursing education and mentors to develop more methods to support the future graduates to be prepared for the realities of nursing and to be more ready to meet the working life.

Several studies in the literature review are in consensus that the nursing trainees encounter numerous challenges during the transition period. In some instances, the new professionals quit their jobs if there are no role models to guide them. The occurrence of such incidences explains the rise of nurses’ turnover, especially in the developing countries. According toWong et al., (2018, p.30) stress and work dissatisfaction are criticalelements that are challenging to the nursing trainees during the transition. Hong Kong is one of the cities that records the highest number of nursing students that quit their jobs at the early stagetransition. In this case, the authors noted that the rate steadily increased from 6% in 2011 to 14.5% in 2013. The situation suggests that there is a need for immediate intervention to enable the stakeholders to effectively manage the challenges that the fresh nursing professionals face during a transition.Nurse Transition Into Clinical Practice Essay

The change of working environment and roles is the primary challenges that the nursing graduates face during the first month of transition (Edwards et al., 2015, p. 1257). Their stress, in this case, is directly associated with insufficient preparation for the work environment during the study. It is also attributed to the past failures during clinical placements besides little study while in the training institutions. Hofler and Thomas (2016, p. 133) corroborate that excessive workload in the ward is another factor that explains why the nursing students find it difficult to adapt to the nursing field, the underlying practices and responsibilities. The researchers further assert that the graduate nurses placed in surgical wardshave high levels of stress compared to their counterparts in other units of the healthcare facility. Missen, McKenna, L. and Beauchamp (2014, p. 4422) argue that inadequate support from the practising nurses and workload in the health facility are the primary drivers for the trainee resignation.Nurse Transition Into Clinical Practice Essay

The process of managing the transition from a student nurse to registered nursing professionals entails a critical analysis of the potential challenges and their solutions. However, such strategies vary from one nursing student to another and for this reason, require appropriate and appropriate tailored to meet individual needs. One of strategies to enhance the effective management of the transition is the formulation of an effective preceptor and mentoring programs. According to Kaihlanen, Lakanmaa, and Salminen, L., (2014, p. 422), preceptor programs play critical roles since it reduces culture shocks among the fresh nursing professionals in transition. It is therefore arguably from this perspective that the preceptor programs foster the attainment of positive outcomes besides integrating theory and practice among the nursing students. The strategy, in this case, supports the graduate nurse to cope with the working culture by incorporating them with the experienced and registered professionals in the healthcare facility. Consequently, trainee nurses will enhance their professional competence, confidence and most importantly the gaining of autonomy when handling patients (Banister, Bowen-Brady & Winfrey, 2014, p. 321).Nurse Transition Into Clinical Practice Essay

Self-care is another essential strategy that enables graduate nurses to have exciting experiences during the transition period. In this case, it is an aspect that requires both the registered and the trainee nurses to care for one another as a strategy. The objective is to foster mutual understanding and cordial relationships during the transition. One of the approaches is assigning the trainee professionals thoughtful work as they grow their careers (Kajander-Unkuri et al., 2014, p. 798). They also consider the need to establish a balance between the lifestyle and the roles that they assign the fresh graduates during the initial phases of their transition. The primary objective is to enhance better experiences among nursing students and thus allow them to adapt to the new working environment gradually. That said, the experienced colleagues ought to monitor the skills of their trainee counterparts during eth transition. The key aspects in this context are whether the nursing students are growing both personally and professionally (Phillips et al., 2014, p. 105; Whitehead et al., 2016, p. 64). The self-care programs also enable the registered nurses to monitor anxiety and feelings of exhaustion and thereby adjust the underlying workload besides acting as the caretakers of the trainees in their respective departments of the healthcare system.Nurse Transition Into Clinical Practice Essay

A significant proportion of nursing students experience difficulties to interact with the registered nurses. As such, they develop an attitude that they are excluded by their colleagues and thus explain their challenges. Kumaran and Carney (2014, p. 604)argue that fresh nursing professionals have a notion that supportive colleagues play critical roles that enable them to adapt to their roles in the healthcare delivery system. Such trainees also have high expectations that they can quickly grasp nursing roles practices. Accordingly, they get frustrated if they do not meet their aspirations during the first stage of transition. Mellor and Greenhill (2014, p. 54) corroborate that fresh nursing professionals are further stressed when they find significant variation between theoretical knowledge and the actual clinical contexts. The ultimate consequence that underpins their challenges is poor clinical performance and even resignation from the healthcare facility. The authors assert that a close working relationship with the experienced nurses is essential to the trainees. It this case, it enables them to bridge the requisite skills and knowledge that is critical for their career development.Nurse Transition Into Clinical Practice Essay

The establishment of a supportive environment in the healthcare delivery system is essential in the process of managing transition among nursing students. It involves promoting a culture that considers the needs of the trainee nurses and allowing them to utilise the available opportunities to enhance their career development. The strategy entails assisting the trainee nurses to overcome anxiety through programs that enable them to breach the gap between nursing theory and the actual practices that are required of any registered nurse (Chen & Lou, 2014, p. 434). As such, the experienced nurses ought to assign nursing roles and monitor how their trainee counterparts are gaining patient management and clinical skills. The critical aspect is the monitoring of the nursing trainee ability to adjust to the working environment and the competence in undertaking their usual roles. Of great importance of a supportive environment is creating a culture that encourages fresh nursing students to feel comfortable when raising their concerns (Pennbran et al., 2013, p. 741; Freeling& Parker, 2015, p. 42). The strategy, in this case, is critical in managing stress and anxiety that adversely affect eth experiences of the trainee nursing professionals.Nurse Transition Into Clinical Practice Essay

The healthcare management and the experienced nurses ought to create awareness among their counterparts in transition on the need to identify challenges and communicate accordingly. Through proper planning, the nursing students can conclusively determine the potential difficulties that they will likely encounter and thereby seek guidance. The strategy psychologically prepares them on the common challenges during the transition period and thus formulates the necessary approach. As such, it promotes the development of positive experiences besides its role in eliminating culture shock. The Nursing and Midwifery Council standards on student supervision and assessment require the nursing professionals to monitor the trainees while in the practice environment strictly (NMC, 2019). Both the academic and practice assessors play critical roles that promote trainees’ career development.Nurse Transition Into Clinical Practice Essay

Arguably, the training institutions should create an awareness that students play essential roles in developing their professional proficiency. As such, nursing students are supposed to communicate all the challenges that they encounter during the transition for an immediate solution. They should also have positive attitudes towards the problems that they face while in transition since it is part of the learning process that equips them with the requisite clinical and patient management skills. It is apparent from this situation that the nursing students experience challenges that hinder their transition to registered nurses. As a result, the future NMC standardsshould incorporate the provisions that potentially address these difficulties. For instance, an outline of the workload as the nursing trainees progress from one step of their transition to another.Nurse Transition Into Clinical Practice Essay

Preceptorship in the UK refers to the process by which newly qualified nurses (NQNs) are often supported throughout the transition from being a basic student to being a fully registered nurse (RN) (Beddingham& Simmons, 2016). Support, as well as acceptance of newly registered nurses mainly by the senior colleagues, helps to ensure that they develop positively.

The initial stages of nursing profession right after qualification can be very challenging, and if the newly qualified nurses are not supported effectively, they tend to leave the nursing profession earlier, thereby making them less beneficial to the members of the general society. Preceptors in a nursing context refer to a practice-based trainer. According to Duchscher (2017), the main functions of the preceptor include refining the skills of the newly qualified nurses which they had mainly gained in their academic training, refining their values and behaviors so that they become valuable members of the nursing community as well as motivating them to continue with their learning process throughout their lives so that they can be able to hone their skills and competencies even more.Nurse Transition Into Clinical Practice Essay

Importance of Preceptorship to Newly Qualified Nurses

There are many benefits that the students reap from being engaged in preceptorship programs and that help them to become better nurses after registration. To start with, preceptorship helps to introduce newly qualified nurses into a clinical setting. There is a great difference between the school and clinical nursing, and such newly qualified nurses may find challenges trying to adapt to the new settings (Schumacher &Meleis, 2015). Changes in a setting often precede a change in behavior, and it attracts new roles and responsibilities. Newly qualified nurses are exposed to preceptorship to enhance a swift and a less challenging transition of settings by helping them to adopt the new roles and responsibilities, as well as helping them to familiarize and adopt the various changes as they may be found in any clinical setting (Hardacre& Hayes, 2016). The preceptors help the trainees on the best use of various facilities found in the clinical setting as well as guiding them through safety measures and precautions that they are supposed to observe. The change from their school setting often exposes them to a new set of threats and risks and preceptorship ensures that the students are well informed about the various ways that they can improve their safety and avoid the risks that may be associated with the new environment (Kaihlanen, Lakanmaa&Salminen, 2015). As a result, the students are kept away from any accidents and injuries, and their wellbeing is maintained.Nurse Transition Into Clinical Practice Essay

Besides, preceptorship exposes and introduces the newly qualified nurses into the real daily life of nurses, and it helps them to transit easily from their previous schedules and fit themselves to the newly acquired schedules. There is a great difference between a nursing student and a real nurse in that their normal daily lives are completely different ranging from their working and operating schedules to the actual activities that are handled by each of them (Walsh, 2015). To facilitate an easy transition from a newly qualified nurse to a registered nurse, the subjects need to be introduced into the real world of nursing where they are exposed to the typical daily schedules of nurses thereby giving them the insight to help them become convenient professionals (Edwards et al., 2015). Nursing is a very dedicated professional and any individuals aspiring to register as qualified nurses need to be ready to undertake all the challenges that are likely to be found in the line of transition. Besides, the students need to be given insights on how to handle different situations and events as they may come to meet along their profession. Some of the great lessons that preceptors teach newly qualified nurses include flexibility and commitment. A professional nurse needs to be highly flexible to enable their ability to respond to the various events as they may arise.Nurse Transition Into Clinical Practice Essay

Through preceptorship, knowledge is integrated into practice. The newly qualified nurses are equipped with great knowledge that they gather from the school, but they lack the practical experience to handle and apply the various skills and knowledge that they gather from the various academic institutions in which they may have trained. To start with, the students need to be brought to the realization that they will be dealing with real humans and therefore, greater care is required when carrying out the various operations so that life can be saved (Watson, 2017). They need to be taught the various repercussions that may be contributed by negligence, and they are also made aware on the various safety tips that they should always remember in their daily engagements (Missen, McKenna & Beauchamp, 2014). Theories are very different from real practical knowledge, and the students require to be exposed to the actual application of the vast theoretical knowledge into practical work (Thomas, Bertram & Allen, 2016). Without being exposed to such a period of mentorship as preceptorship, the newly qualified nurse are likely to lead to many accidents that may, in turn, lead to the loss of lives.Nurse Transition Into Clinical Practice Essay

The preceptors also provide consistent feedback on the progress of the newly qualified nurses. In most cases, the new nurses are anxious, and they undertake the various duties assigned to them with fear since they are not fully sure about how they should undertake them (Holland, 2016). They are afraid of taking new responsibilities since they lack enough confidence. However, preceptorship helps to take away the anxiety of the students on builds on their confidence by ensuring that they get consistent feedback from the preceptors (Watson, 2017). Whenever they undertake a successful task, they are appreciated and also they are corrected when they do any slight wrongs. That does not only help them to perfect in their skills, but it also helps to motivate them to keep growing and undertaking more tasks and duties in the future (Omer, Suliman, Moola, 2016). Without such an acknowledgment, it becomes very hard for new nurses to monitor their progress, which is a great component in motivating growth.Nurse Transition Into Clinical Practice Essay

Qualities of a Preceptor

Considering the great importance that is associated with the entire process of managing the transition from nursing student to a registered nurse, it is very crucial to monitor the qualities and values of the nurses who fit to become preceptors. Nursing students are more likely to emulate the behavior and qualities of their receptors and it, therefore, becomes essential to make sure that such preceptors have valuable and quality qualities and values (Mohide et al., 2018). There are a variety of positive qualities that preceptors are supposed to possess so that they can pass them down to the nursing students who they interact with to improve the quality of the nursing care which would, in turn, promote quality lives among the members of the society.Nurse Transition Into Clinical Practice Essay

To start with, good preceptors are supposed to be able to assess the learning needs of the new nurses since they assume the responsibilities of their trainers and mentors. Even though the nursing students may have a significant amount of quality knowledge from their previous nursing schools, they still require a lot of technical learning to assist them to apply the specific knowledge they acquired from school (Blevins, 2016). As a result, any good preceptor should be in a position to identify the various weaknesses as displayed by the students and help them to improve on them (Mohide et al., 2018). Without such qualities, a preceptor would be of less importance to the learners. Since the main purpose of the entire preceptorship entails helping the new nurses to become qualified and better professionals, any individual who qualifies to be a preceptor must be able to identify the various weaknesses that may be posed by their new nurses and help them to improve and build on their profession.Nurse Transition Into Clinical Practice Essay

Besides, a good preceptor must be inspiring and motivating enough. The process of transiting from a nursing student to a nursing professional is quite challenging, and without enough support, many individuals are normally likely to give up on the profession. Other than ensuring that the new nurses adapt to their new operating setting, roles, and responsibilities, the preceptor still has the role of building the interest of the students by highlighting on the positives and benefits that are associated with the profession (Whitehead et al., 2016). Preceptors should inspire the students to take up the various duties assigned to them willingly and also to help each other and embrace teamwork (Shinners&Franqueiro, 2015). They should also encourage them to improve themselves through further training and enrollment in education programs. The success of any nurse is highly dependent on the preceptor they interact with during their transition from nursing students to professionals.Nurse Transition Into Clinical Practice Essay

Good preceptors should also be able to give valuable and constructive feedback to the newly qualified nurses. Feedback is one of the important elements that promote growth in almost every department. When quality and honest feedback is provided, it acts as a tool for motivation. It may also assist to initiate correction where an individual identifies that they have been doing the wrong thing. Good preceptors provide essential honest and quality feedback to their perceptions (Whitehead et al., 2016). They command them on the various positive attributes they may possess and also helps them to improve on their weaknesses by advising them accordingly (Bengtsson& Carlson, 2015). They also understand the correct use of language when they are expressing their feedback. When feedback is expressed negatively, it may lead to greater harm by discouraging its recipient, thereby destroying them rather than building them. The ability to give honest feedback constructively is one of the traits that every preceptor should possess.Nurse Transition Into Clinical Practice Essay

Conclusion

The period of transition from a nursing student to a nursing professional is very critical, and it requires quality support from trained quality nurses called preceptors. While the preceptors mainly help the newly trained nurses to adapt to their new environments and take over their new responsibilities, preceptors also carry out essential functions of teaching them and improving them through such ways as providing constructive feedback to them (Welyczko, 2018). The preceptors are, therefore, required to possess quality traits such as the ability to motivate, assess learning needs and other essential and beneficial qualities that would help to build quality professionals for the betterment of healthcare.Nurse Transition Into Clinical Practice Essay

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The transition from a nursing student to a registered nurse is a critical career turning point among the nursing trainees. It is a point in which student nurses experience both exciting and challenging moments as they struggle to adapt to their professions. As such, they require mentors to encourage and guide them through their career development. During this transition point, student nurses need adequate time to adapt to the work environment, roles, responsibilities, and the underlying change of identities. Of great importance is their ability to switch from protected training institution to the authentic world that underpins their careers. However, the duration that nursing students take to adjust and adapt to the demanding professional roles varies from one trainee to another. In most countries, the transition period is the first twelve months after graduation upon which the student is recognised as a qualified nursing professional.Nurse Transition Into Clinical Practice Essay

Several studies in the literature review are in consensus that the nursing trainees encounter numerous challenges during the transition period. In some instances, the new professionals quit their jobs if there are no role models to guide them. The occurrence of such incidences explains the rise of nurses’ turnover, especially in the developing countries. According toWong et al., (2018, p.30) stress and work dissatisfaction are criticalelements that are challenging to the nursing trainees during the transition. Hong Kong is one of the cities that records the highest number of nursing students that quit their jobs at the early stagetransition. In this case, the authors noted that the rate steadily increased from 6% in 2011 to 14.5% in 2013. The situation suggests that there is a need for immediate intervention to enable the stakeholders to effectively manage the challenges that the fresh nursing professionals face during a transition.Nurse Transition Into Clinical Practice Essay

The change of working environment and roles is the primary challenges that the nursing graduates face during the first month of transition (Edwards et al., 2015, p. 1257). Their stress, in this case, is directly associated with insufficient preparation for the work environment during the study. It is also attributed to the past failures during clinical placements besides little study while in the training institutions. Hofler and Thomas (2016, p. 133) corroborate that excessive workload in the ward is another factor that explains why the nursing students find it difficult to adapt to the nursing field, the underlying practices and responsibilities. The researchers further assert that the graduate nurses placed in surgical wardshave high levels of stress compared to their counterparts in other units of the healthcare facility. Missen, McKenna, L. and Beauchamp (2014, p. 4422) argue that inadequate support from the practising nurses and workload in the health facility are the primary drivers for the trainee resignation.Nurse Transition Into Clinical Practice Essay

The process of managing the transition from a student nurse to registered nursing professionals entails a critical analysis of the potential challenges and their solutions. However, such strategies vary from one nursing student to another and for this reason, require appropriate and appropriate tailored to meet individual needs. One of strategies to enhance the effective management of the transition is the formulation of an effective preceptor and mentoring programs. According to Kaihlanen, Lakanmaa, and Salminen, L., (2014, p. 422), preceptor programs play critical roles since it reduces culture shocks among the fresh nursing professionals in transition. It is therefore arguably from this perspective that the preceptor programs foster the attainment of positive outcomes besides integrating theory and practice among the nursing students. The strategy, in this case, supports the graduate nurse to cope with the working culture by incorporating them with the experienced and registered professionals in the healthcare facility. Consequently, trainee nurses will enhance their professional competence, confidence and most importantly the gaining of autonomy when handling patients (Banister, Bowen-Brady & Winfrey, 2014, p. 321).Nurse Transition Into Clinical Practice Essay

Self-care is another essential strategy that enables graduate nurses to have exciting experiences during the transition period. In this case, it is an aspect that requires both the registered and the trainee nurses to care for one another as a strategy. The objective is to foster mutual understanding and cordial relationships during the transition. One of the approaches is assigning the trainee professionals thoughtful work as they grow their careers (Kajander-Unkuri et al., 2014, p. 798). They also consider the need to establish a balance between the lifestyle and the roles that they assign the fresh graduates during the initial phases of their transition. The primary objective is to enhance better experiences among nursing students and thus allow them to adapt to the new working environment gradually. That said, the experienced colleagues ought to monitor the skills of their trainee counterparts during eth transition. The key aspects in this context are whether the nursing students are growing both personally and professionally (Phillips et al., 2014, p. 105; Whitehead et al., 2016, p. 64). The self-care programs also enable the registered nurses to monitor anxiety and feelings of exhaustion and thereby adjust the underlying workload besides acting as the caretakers of the trainees in their respective departments of the healthcare system.Nurse Transition Into Clinical Practice Essay

A significant proportion of nursing students experience difficulties to interact with the registered nurses. As such, they develop an attitude that they are excluded by their colleagues and thus explain their challenges. Kumaran and Carney (2014, p. 604)argue that fresh nursing professionals have a notion that supportive colleagues play critical roles that enable them to adapt to their roles in the healthcare delivery system. Such trainees also have high expectations that they can quickly grasp nursing roles practices. Accordingly, they get frustrated if they do not meet their aspirations during the first stage of transition. Mellor and Greenhill (2014, p. 54) corroborate that fresh nursing professionals are further stressed when they find significant variation between theoretical knowledge and the actual clinical contexts. The ultimate consequence that underpins their challenges is poor clinical performance and even resignation from the healthcare facility. The authors assert that a close working relationship with the experienced nurses is essential to the trainees. It this case, it enables them to bridge the requisite skills and knowledge that is critical for their career development.Nurse Transition Into Clinical Practice Essay

The establishment of a supportive environment in the healthcare delivery system is essential in the process of managing transition among nursing students. It involves promoting a culture that considers the needs of the trainee nurses and allowing them to utilise the available opportunities to enhance their career development. The strategy entails assisting the trainee nurses to overcome anxiety through programs that enable them to breach the gap between nursing theory and the actual practices that are required of any registered nurse (Chen & Lou, 2014, p. 434). As such, the experienced nurses ought to assign nursing roles and monitor how their trainee counterparts are gaining patient management and clinical skills. The critical aspect is the monitoring of the nursing trainee ability to adjust to the working environment and the competence in undertaking their usual roles. Of great importance of a supportive environment is creating a culture that encourages fresh nursing students to feel comfortable when raising their concerns (Pennbran et al., 2013, p. 741; Freeling& Parker, 2015, p. 42). The strategy, in this case, is critical in managing stress and anxiety that adversely affect eth experiences of the trainee nursing professionals.Nurse Transition Into Clinical Practice Essay

The healthcare management and the experienced nurses ought to create awareness among their counterparts in transition on the need to identify challenges and communicate accordingly. Through proper planning, the nursing students can conclusively determine the potential difficulties that they will likely encounter and thereby seek guidance. The strategy psychologically prepares them on the common challenges during the transition period and thus formulates the necessary approach. As such, it promotes the development of positive experiences besides its role in eliminating culture shock. The Nursing and Midwifery Council standards on student supervision and assessment require the nursing professionals to monitor the trainees while in the practice environment strictly (NMC, 2019). Both the academic and practice assessors play critical roles that promote trainees’ career development.Nurse Transition Into Clinical Practice Essay

Arguably, the training institutions should create an awareness that students play essential roles in developing their professional proficiency. As such, nursing students are supposed to communicate all the challenges that they encounter during the transition for an immediate solution. They should also have positive attitudes towards the problems that they face while in transition since it is part of the learning process that equips them with the requisite clinical and patient management skills. It is apparent from this situation that the nursing students experience challenges that hinder their transition to registered nurses. As a result, the future NMC standardsshould incorporate the provisions that potentially address these difficulties. For instance, an outline of the workload as the nursing trainees progress from one step of their transition to another.Nurse Transition Into Clinical Practice Essay

Preceptorship in the UK refers to the process by which newly qualified nurses (NQNs) are often supported throughout the transition from being a basic student to being a fully registered nurse (RN) (Beddingham& Simmons, 2016). Support, as well as acceptance of newly registered nurses mainly by the senior colleagues, helps to ensure that they develop positively.

The initial stages of nursing profession right after qualification can be very challenging, and if the newly qualified nurses are not supported effectively, they tend to leave the nursing profession earlier, thereby making them less beneficial to the members of the general society. Preceptors in a nursing context refer to a practice-based trainer. According to Duchscher (2017), the main functions of the preceptor include refining the skills of the newly qualified nurses which they had mainly gained in their academic training, refining their values and behaviors so that they become valuable members of the nursing community as well as motivating them to continue with their learning process throughout their lives so that they can be able to hone their skills and competencies even more.Nurse Transition Into Clinical Practice Essay

Importance of Preceptorship to Newly Qualified Nurses

There are many benefits that the students reap from being engaged in preceptorship programs and that help them to become better nurses after registration. To start with, preceptorship helps to introduce newly qualified nurses into a clinical setting. There is a great difference between the school and clinical nursing, and such newly qualified nurses may find challenges trying to adapt to the new settings (Schumacher &Meleis, 2015). Changes in a setting often precede a change in behavior, and it attracts new roles and responsibilities. Newly qualified nurses are exposed to preceptorship to enhance a swift and a less challenging transition of settings by helping them to adopt the new roles and responsibilities, as well as helping them to familiarize and adopt the various changes as they may be found in any clinical setting (Hardacre& Hayes, 2016). The preceptors help the trainees on the best use of various facilities found in the clinical setting as well as guiding them through safety measures and precautions that they are supposed to observe. The change from their school setting often exposes them to a new set of threats and risks and preceptorship ensures that the students are well informed about the various ways that they can improve their safety and avoid the risks that may be associated with the new environment (Kaihlanen, Lakanmaa&Salminen, 2015). As a result, the students are kept away from any accidents and injuries, and their wellbeing is maintained.Nurse Transition Into Clinical Practice Essay

Besides, preceptorship exposes and introduces the newly qualified nurses into the real daily life of nurses, and it helps them to transit easily from their previous schedules and fit themselves to the newly acquired schedules. There is a great difference between a nursing student and a real nurse in that their normal daily lives are completely different ranging from their working and operating schedules to the actual activities that are handled by each of them (Walsh, 2015). To facilitate an easy transition from a newly qualified nurse to a registered nurse, the subjects need to be introduced into the real world of nursing where they are exposed to the typical daily schedules of nurses thereby giving them the insight to help them become convenient professionals (Edwards et al., 2015). Nursing is a very dedicated professional and any individuals aspiring to register as qualified nurses need to be ready to undertake all the challenges that are likely to be found in the line of transition. Besides, the students need to be given insights on how to handle different situations and events as they may come to meet along their profession. Some of the great lessons that preceptors teach newly qualified nurses include flexibility and commitment. A professional nurse needs to be highly flexible to enable their ability to respond to the various events as they may arise.Nurse Transition Into Clinical Practice Essay

Through preceptorship, knowledge is integrated into practice. The newly qualified nurses are equipped with great knowledge that they gather from the school, but they lack the practical experience to handle and apply the various skills and knowledge that they gather from the various academic institutions in which they may have trained. To start with, the students need to be brought to the realization that they will be dealing with real humans and therefore, greater care is required when carrying out the various operations so that life can be saved (Watson, 2017). They need to be taught the various repercussions that may be contributed by negligence, and they are also made aware on the various safety tips that they should always remember in their daily engagements (Missen, McKenna & Beauchamp, 2014). Theories are very different from real practical knowledge, and the students require to be exposed to the actual application of the vast theoretical knowledge into practical work (Thomas, Bertram & Allen, 2016). Without being exposed to such a period of mentorship as preceptorship, the newly qualified nurse are likely to lead to many accidents that may, in turn, lead to the loss of lives.Nurse Transition Into Clinical Practice Essay

The preceptors also provide consistent feedback on the progress of the newly qualified nurses. In most cases, the new nurses are anxious, and they undertake the various duties assigned to them with fear since they are not fully sure about how they should undertake them (Holland, 2016). They are afraid of taking new responsibilities since they lack enough confidence. However, preceptorship helps to take away the anxiety of the students on builds on their confidence by ensuring that they get consistent feedback from the preceptors (Watson, 2017). Whenever they undertake a successful task, they are appreciated and also they are corrected when they do any slight wrongs. That does not only help them to perfect in their skills, but it also helps to motivate them to keep growing and undertaking more tasks and duties in the future (Omer, Suliman, Moola, 2016). Without such an acknowledgment, it becomes very hard for new nurses to monitor their progress, which is a great component in motivating growth.Nurse Transition Into Clinical Practice Essay

Qualities of a Preceptor

Considering the great importance that is associated with the entire process of managing the transition from nursing student to a registered nurse, it is very crucial to monitor the qualities and values of the nurses who fit to become preceptors. Nursing students are more likely to emulate the behavior and qualities of their receptors and it, therefore, becomes essential to make sure that such preceptors have valuable and quality qualities and values (Mohide et al., 2018). There are a variety of positive qualities that preceptors are supposed to possess so that they can pass them down to the nursing students who they interact with to improve the quality of the nursing care which would, in turn, promote quality lives among the members of the society.Nurse Transition Into Clinical Practice Essay

To start with, good preceptors are supposed to be able to assess the learning needs of the new nurses since they assume the responsibilities of their trainers and mentors. Even though the nursing students may have a significant amount of quality knowledge from their previous nursing schools, they still require a lot of technical learning to assist them to apply the specific knowledge they acquired from school (Blevins, 2016). As a result, any good preceptor should be in a position to identify the various weaknesses as displayed by the students and help them to improve on them (Mohide et al., 2018). Without such qualities, a preceptor would be of less importance to the learners. Since the main purpose of the entire preceptorship entails helping the new nurses to become qualified and better professionals, any individual who qualifies to be a preceptor must be able to identify the various weaknesses that may be posed by their new nurses and help them to improve and build on their profession.Nurse Transition Into Clinical Practice Essay

Besides, a good preceptor must be inspiring and motivating enough. The process of transiting from a nursing student to a nursing professional is quite challenging, and without enough support, many individuals are normally likely to give up on the profession. Other than ensuring that the new nurses adapt to their new operating setting, roles, and responsibilities, the preceptor still has the role of building the interest of the students by highlighting on the positives and benefits that are associated with the profession (Whitehead et al., 2016). Preceptors should inspire the students to take up the various duties assigned to them willingly and also to help each other and embrace teamwork (Shinners&Franqueiro, 2015). They should also encourage them to improve themselves through further training and enrollment in education programs. The success of any nurse is highly dependent on the preceptor they interact with during their transition from nursing students to professionals.Nurse Transition Into Clinical Practice Essay

Good preceptors should also be able to give valuable and constructive feedback to the newly qualified nurses. Feedback is one of the important elements that promote growth in almost every department. When quality and honest feedback is provided, it acts as a tool for motivation. It may also assist to initiate correction where an individual identifies that they have been doing the wrong thing. Good preceptors provide essential honest and quality feedback to their perceptions (Whitehead et al., 2016). They command them on the various positive attributes they may possess and also helps them to improve on their weaknesses by advising them accordingly (Bengtsson& Carlson, 2015). They also understand the correct use of language when they are expressing their feedback. When feedback is expressed negatively, it may lead to greater harm by discouraging its recipient, thereby destroying them rather than building them. The ability to give honest feedback constructively is one of the traits that every preceptor should possess.Nurse Transition Into Clinical Practice Essay

Conclusion

The period of transition from a nursing student to a nursing professional is very critical, and it requires quality support from trained quality nurses called preceptors. While the preceptors mainly help the newly trained nurses to adapt to their new environments and take over their new responsibilities, preceptors also carry out essential functions of teaching them and improving them through such ways as providing constructive feedback to them (Welyczko, 2018). The preceptors are, therefore, required to possess quality traits such as the ability to motivate, assess learning needs and other essential and beneficial qualities that would help to build quality professionals for the betterment of healthcare.Nurse Transition Into Clinical Practice Essay

The transition from a nursing student to a registered nurse is a critical career turning point among the nursing trainees. It is a point in which student nurses experience both exciting and challenging moments as they struggle to adapt to their professions. As such, they require mentors to encourage and guide them through their career development. During this transition point, student nurses need adequate time to adapt to the work environment, roles, responsibilities, and the underlying change of identities. Of great importance is their ability to switch from protected training institution to the authentic world that underpins their careers. However, the duration that nursing students take to adjust and adapt to the demanding professional roles varies from one trainee to another. In most countries, the transition period is the first twelve months after graduation upon which the student is recognised as a qualified nursing professional. Several studies in the literature review are in consensus that the nursing trainees encounter numerous challenges during the transition period. In some instances, the new professionals quit their jobs if there are no role models to guide them. The occurrence of such incidences explains the rise of nurses’ turnover, especially in the developing countries. According toWong et al., (2018, p.30) stress and work dissatisfaction are criticalelements that are challenging to the nursing trainees during the transition. Hong Kong is one of the cities that records the highest number of nursing students that quit their jobs at the early stagetransition. In this case, the authors noted that the rate steadily increased from 6% in 2011 to 14.5% in 2013.

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The situation suggests that there is a need for immediate intervention to enable the stakeholders to effectively manage the challenges that the fresh nursing professionals face during a transition. The change of working environment and roles is the primary challenges that the nursing graduates face during the first month of transition (Edwards et al., 2015, p. 1257). Their stress, in this case, is directly associated with insufficient preparation for the work environment during the study. It is also attributed to the past failures during clinical placements besides little study while in the training institutions. Hofler and Thomas (2016, p. 133) corroborate that excessive workload in the ward is another factor that explains why the nursing students find it difficult to adapt to the nursing field, the underlying practices and responsibilities. The researchers further assert that the graduate nurses placed in surgical wardshave high levels of stress compared to their counterparts in other units of the healthcare facility.Nurse Transition Into Clinical Practice Essay   Missen, McKenna, L. and Beauchamp (2014, p. 4422) argue that inadequate support from the practising nurses and workload in the health facility are the primary drivers for the trainee resignation. The process of managing the transition from a student nurse to registered nursing professionals entails a critical analysis of the potential challenges and their solutions. However, such strategies vary from one nursing student to another and for this reason, require appropriate and appropriate tailored to meet individual needs. One of strategies to enhance the effective management of the transition is the formulation of an effective preceptor and mentoring programs. According to Kaihlanen, Lakanmaa, and Salminen, L., (2014, p. 422), preceptor programs play critical roles since it reduces culture shocks among the fresh nursing professionals in transition. It is therefore arguably from this perspective that the preceptor programs foster the attainment of positive outcomes besides integrating theory and practice among the nursing students. The strategy, in this case, supports the graduate nurse to cope with the working culture by incorporating them with the experienced and registered professionals in the healthcare facility. Consequently, trainee nurses will enhance their professional competence, confidence and most importantly the gaining of autonomy when handling patients (Banister, Bowen-Brady & Winfrey, 2014, p. 321). Self-care is another essential strategy that enables graduate nurses to have exciting experiences during the transition period. In this case, it is an aspect that requires both the registered and the trainee nurses to care for one another as a strategy. The objective is to foster mutual understanding and cordial relationships during the transition. One of the approaches is assigning the trainee professionals thoughtful work as they grow their careers (Kajander-Unkuri et al., 2014, p. 798). They also consider the need to establish a balance between the lifestyle and the roles that they assign the fresh graduates during the initial phases of their transition. The primary objective is to enhance better experiences among nursing students and thus allow them to adapt to the new working environment gradually. That said, the experienced colleagues ought to monitor the skills of their trainee counterparts during eth transition. The key aspects in this context are whether the nursing students are growing both personally and professionally (Phillips et al., 2014, p. 105; Whitehead et al., 2016, p. 64). The self-care programs also enable the registered nurses to monitor anxiety and feelings of exhaustion and thereby adjust the underlying workload besides acting as the caretakers of the trainees in their respective departments of the healthcare system. A significant proportion of nursing students experience difficulties to interact with the registered nurses. As such, they develop an attitude that they are excluded by their colleagues and thus explain their challenges. Kumaran and Carney (2014, p. 604)argue that fresh nursing professionals have a notion that supportive colleagues play critical roles that enable them to adapt to their roles in the healthcare delivery system. Such trainees also have high expectations that they can quickly grasp nursing roles practices. Accordingly, they get frustrated if they do not meet their aspirations during the first stage of transition. Mellor and Greenhill (2014, p. 54) corroborate that fresh nursing professionals are further stressed when they find significant variation between theoretical knowledge and the actual clinical contexts. The ultimate consequence that underpins their challenges is poor clinical performance and even resignation from the healthcare facility. The authors assert that a close working relationship with the experienced nurses is essential to the trainees. It this case, it enables them to bridge the requisite skills and knowledge that is critical for their career development. The establishment of a supportive environment in the healthcare delivery system is essential in the process of managing transition among nursing students. It involves promoting a culture that considers the needs of the trainee nurses and allowing them to utilise the available opportunities to enhance their career development. The strategy entails assisting the trainee nurses to overcome anxiety through programs that enable them to breach the gap between nursing theory and the actual practices that are required of any registered nurse (Chen & Lou, 2014, p. 434). As such, the experienced nurses ought to assign nursing roles and monitor how their trainee counterparts are gaining patient management and clinical skills. The critical aspect is the monitoring of the nursing trainee ability to adjust to the working environment and the competence in undertaking their usual roles. Of great importance of a supportive environment is creating a culture that encourages fresh nursing students to feel comfortable when raising their concerns (Pennbran et al., 2013, p. 741; Freeling& Parker, 2015, p. 42). The strategy, in this case, is critical in managing stress and anxiety that adversely affect eth experiences of the trainee nursing professionals. The healthcare management and the experienced nurses ought to create awareness among their counterparts in transition on the need to identify challenges and communicate accordingly. Through proper planning, the nursing students can conclusively determine the potential difficulties that they will likely encounter and thereby seek guidance. The strategy psychologically prepares them on the common challenges during the transition period and thus formulates the necessary approach. As such, it promotes the development of positive experiences besides its role in eliminating culture shock. The Nursing and Midwifery Council standards on student supervision and assessment require the nursing professionals to monitor the trainees while in the practice environment strictly (NMC, 2019). Both the academic and practice assessors play critical roles that promote trainees’ career development. Arguably, the training institutions should create an awareness that students play essential roles in developing their professional proficiency. As such, nursing students are supposed to communicate all the challenges that they encounter during the transition for an immediate solution. They should also have positive attitudes towards the problems that they face while in transition since it is part of the learning process that equips them with the requisite clinical and patient management skills. It is apparent from this situation that the nursing students experience challenges that hinder their transition to registered nurses. As a result, the future NMC standardsshould incorporate the provisions that potentially address these difficulties. For instance, an outline of the workload as the nursing trainees progress from one step of their transition to another. Preceptorship in the UK refers to the process by which newly qualified nurses (NQNs) are often supported throughout the transition from being a basic student to being a fully registered nurse (RN) (Beddingham& Simmons, 2016). Support, as well as acceptance of newly registered nurses mainly by the senior colleagues, helps to ensure that they develop positively. The initial stages of nursing profession right after qualification can be very challenging, and if the newly qualified nurses are not supported effectively, they tend to leave the nursing profession earlier, thereby making them less beneficial to the members of the general society. Preceptors in a nursing context refer to a practice-based trainer. According to Duchscher (2017), the main functions of the preceptor include refining the skills of the newly qualified nurses which they had mainly gained in their academic training, refining their values and behaviors so that they become valuable members of the nursing community as well as motivating them to continue with their learning process throughout their lives so that they can be able to hone their skills and competencies even more. Importance of Preceptorship to Newly Qualified Nurses There are many benefits that the students reap from being engaged in preceptorship programs and that help them to become better nurses after registration. To start with, preceptorship helps to introduce newly qualified nurses into a clinical setting. There is a great difference between the school and clinical nursing, and such newly qualified nurses may find challenges trying to adapt to the new settings (Schumacher &Meleis, 2015). Changes in a setting often precede a change in behavior, and it attracts new roles and responsibilities. Newly qualified nurses are exposed to preceptorship to enhance a swift and a less challenging transition of settings by helping them to adopt the new roles and responsibilities, as well as helping them to familiarize and adopt the various changes as they may be found in any clinical setting (Hardacre& Hayes, 2016). The preceptors help the trainees on the best use of various facilities found in the clinical setting as well as guiding them through safety measures and precautions that they are supposed to observe. The change from their school setting often exposes them to a new set of threats and risks and preceptorship ensures that the students are well informed about the various ways that they can improve their safety and avoid the risks that may be associated with the new environment (Kaihlanen, Lakanmaa&Salminen, 2015).Nurse Transition Into Clinical Practice Essay   As a result, the students are kept away from any accidents and injuries, and their wellbeing is maintained. Besides, preceptorship exposes and introduces the newly qualified nurses into the real daily life of nurses, and it helps them to transit easily from their previous schedules and fit themselves to the newly acquired schedules. There is a great difference between a nursing student and a real nurse in that their normal daily lives are completely different ranging from their working and operating schedules to the actual activities that are handled by each of them (Walsh, 2015). To facilitate an easy transition from a newly qualified nurse to a registered nurse, the subjects need to be introduced into the real world of nursing where they are exposed to the typical daily schedules of nurses thereby giving them the insight to help them become convenient professionals (Edwards et al., 2015). Nursing is a very dedicated professional and any individuals aspiring to register as qualified nurses need to be ready to undertake all the challenges that are likely to be found in the line of transition. Besides, the students need to be given insights on how to handle different situations and events as they may come to meet along their profession. Some of the great lessons that preceptors teach newly qualified nurses include flexibility and commitment. A professional nurse needs to be highly flexible to enable their ability to respond to the various events as they may arise. Through preceptorship, knowledge is integrated into practice. The newly qualified nurses are equipped with great knowledge that they gather from the school, but they lack the practical experience to handle and apply the various skills and knowledge that they gather from the various academic institutions in which they may have trained. To start with, the students need to be brought to the realization that they will be dealing with real humans and therefore, greater care is required when carrying out the various operations so that life can be saved (Watson, 2017). They need to be taught the various repercussions that may be contributed by negligence, and they are also made aware on the various safety tips that they should always remember in their daily engagements (Missen, McKenna & Beauchamp, 2014). Theories are very different from real practical knowledge, and the students require to be exposed to the actual application of the vast theoretical knowledge into practical work (Thomas, Bertram & Allen, 2016). Without being exposed to such a period of mentorship as preceptorship, the newly qualified nurse are likely to lead to many accidents that may, in turn, lead to the loss of lives. The preceptors also provide consistent feedback on the progress of the newly qualified nurses. In most cases, the new nurses are anxious, and they undertake the various duties assigned to them with fear since they are not fully sure about how they should undertake them (Holland, 2016). They are afraid of taking new responsibilities since they lack enough confidence. However, preceptorship helps to take away the anxiety of the students on builds on their confidence by ensuring that they get consistent feedback from the preceptors (Watson, 2017). Whenever they undertake a successful task, they are appreciated and also they are corrected when they do any slight wrongs. That does not only help them to perfect in their skills, but it also helps to motivate them to keep growing and undertaking more tasks and duties in the future (Omer, Suliman, Moola, 2016). Without such an acknowledgment, it becomes very hard for new nurses to monitor their progress, which is a great component in motivating growth. Qualities of a Preceptor Considering the great importance that is associated with the entire process of managing the transition from nursing student to a registered nurse, it is very crucial to monitor the qualities and values of the nurses who fit to become preceptors. Nursing students are more likely to emulate the behavior and qualities of their receptors and it, therefore, becomes essential to make sure that such preceptors have valuable and quality qualities and values (Mohide et al., 2018). There are a variety of positive qualities that preceptors are supposed to possess so that they can pass them down to the nursing students who they interact with to improve the quality of the nursing care which would, in turn, promote quality lives among the members of the society. To start with, good preceptors are supposed to be able to assess the learning needs of the new nurses since they assume the responsibilities of their trainers and mentors. Even though the nursing students may have a significant amount of quality knowledge from their previous nursing schools, they still require a lot of technical learning to assist them to apply the specific knowledge they acquired from school (Blevins, 2016). As a result, any good preceptor should be in a position to identify the various weaknesses as displayed by the students and help them to improve on them (Mohide et al., 2018). Without such qualities, a preceptor would be of less importance to the learners. Since the main purpose of the entire preceptorship entails helping the new nurses to become qualified and better professionals, any individual who qualifies to be a preceptor must be able to identify the various weaknesses that may be posed by their new nurses and help them to improve and build on their profession. Besides, a good preceptor must be inspiring and motivating enough.Nurse Transition Into Clinical Practice Essay The process of transiting from a nursing student to a nursing professional is quite challenging, and without enough support, many individuals are normally likely to give up on the profession. Other than ensuring that the new nurses adapt to their new operating setting, roles, and responsibilities, the preceptor still has the role of building the interest of the students by highlighting on the positives and benefits that are associated with the profession (Whitehead et al., 2016). Preceptors should inspire the students to take up the various duties assigned to them willingly and also to help each other and embrace teamwork (Shinners&Franqueiro, 2015). They should also encourage them to improve themselves through further training and enrollment in education programs. The success of any nurse is highly dependent on the preceptor they interact with during their transition from nursing students to professionals. Good preceptors should also be able to give valuable and constructive feedback to the newly qualified nurses. Feedback is one of the important elements that promote growth in almost every department. When quality and honest feedback is provided, it acts as a tool for motivation. It may also assist to initiate correction where an individual identifies that they have been doing the wrong thing. Good preceptors provide essential honest and quality feedback to their perceptions (Whitehead et al., 2016). They command them on the various positive attributes they may possess and also helps them to improve on their weaknesses by advising them accordingly (Bengtsson& Carlson, 2015). They also understand the correct use of language when they are expressing their feedback. When feedback is expressed negatively, it may lead to greater harm by discouraging its recipient, thereby destroying them rather than building them. The ability to give honest feedback constructively is one of the traits that every preceptor should possess. Conclusion The period of transition from a nursing student to a nursing professional is very critical, and it requires quality support from trained quality nurses called preceptors. While the preceptors mainly help the newly trained nurses to adapt to their new environments and take over their new responsibilities, preceptors also carry out essential functions of teaching them and improving them through such ways as providing constructive feedback to them (Welyczko, 2018). The preceptors are, therefore, required to possess quality traits such as the ability to motivate, assess learning needs and other essential and beneficial qualities that would help to build quality professionals for the betterment of healthcare. References Chen, C.M. and Lou, M.F., 2014. The effectiveness and application of mentorship programs For recently registered nurses: a systematic review. Journal of nursing Management, 22(4), pp.433-442. Banister, G., Bowen-Brady, H.M. and Winfrey, M.E., 2014. Using career nurse mentors to Support minority nursing students and facilitate their transition to practice. Journal of Professional Nursing, 30(4), pp.317-325. Edwards, D., Hawker, C., Carrier, J. and Rees, C., 2015. A systematic review of the The effectiveness of strategies and interventions to improve the transition from student to Newly qualified nurse. International Journal of Nursing Studies, 52(7), pp.1254-1268. Freeling, M. and Parker, S., 2015. Exploring experienced nurses’ attitudes, views and Expectations of new graduate nurses: A critical review. Nurse education today, 35(2), Pp.e42-e49. Hofler, L. and Thomas, K., 2016. The transition of new graduate nurses to the workforce Challenges and solutions in the changing health care environment. North Carolina MedicalJournal, 77(2), pp.133-136. Kaihlanen, A.M., Lakanmaa, R.L. and Salminen, L., 2014. The transition from nursing student to Registered nurse: The mentor’s possibilities to act as a supporter. Nurse Education in Practice, 13(5), pp.418-422. Kajander-Unkuri, S., Meretoja, R., Katajisto, J., Saarikoski, M., Salminen, L., Suhonen, R. and Leino-Kilpi, H., 2014. Self-assessed level of competence of graduating nursing students And factors related to it. Nurse Education Today, 34(5), pp.795-801. Kumaran, S. and Carney, M., 2014. Role transition from student nurse to staff nurse: Facilitating The transition period. Nurse education in practice, 14(6), pp.605-611. Mellor, P. and Greenhill, J., 2014. A patient safety focused registered nurse transition to practice Program. Contemporary Nurse, 47(1-2), pp.51-60. Missen, K., McKenna, L. and Beauchamp, A., 2014. Satisfaction of newly graduated nurses Enrolled in transition‐to‐practice programs in their first year of employment: a Systematic review. Journal of Advanced Nursing, 70(11), pp.2419-2433. Nursing and Midwifery Council (NMC), 2019. Standards of proficiency for registered nurses, s.l.: s.n. Available at: https://www.nmc.org.uk/standards/standards-for-nurses/standards-of-proficiency-for-registered-nurses/ Pennbrant, S., Nilsson, M.S., Öhlén, J. and Rudman, A., 2013. Mastering the professional role as A newly graduated registered nurse. Nurse education today, 33(7), pp.739-745. Phillips, C., Kenny, A., Esterman, A. and Smith, C., 2014. A secondary data analysis examining The needs of graduate nurses in their transition to a new role. Nurse Education in Practice, 14(2), pp.106-111. Whitehead, B., Owen, P., Hens haw, L., Beddingham, E. and Simmons, M., 2016. Supporting Newly qualified nurse transition: A case study in a UK hospital. Nurse education Today, 36, pp.58-63. Wong, S.W.J., Che, W.S.W., Cheng, M.T.C., Cheung, C.K., Cheung, T.Y.J., Lee, K.Y., So, K.C. And Yip, S.L., 2018. Challenges of fresh nursing graduates during their transition Period. Journal of Nursing Education and Practice, 8(6), p.30. Beddingham, E. and Simmons, M., 2016.Supporting newly qualified nurse transition: A case study in a UK hospital. Blevins, S., 2016. Qualities of effective preceptors.MedSurg Nursing, 25(1), p.60. Bengtsson, M. and Carlson, E., 2015. Knowledge and skills needed to improve as preceptor: development of a continuous professional development course–a qualitative study part I. BMC nursing, 14(1), p.51. Duchscher, J.E.B., 2017. Transition shock: the initial stage of role adaptation for newly graduated registered nurses. Journal of advanced nursing, 65(5), pp.1103-1113. Edwards, D., Hawker, C., Carrier, J. and Rees, C., 2015. A systematic review of the effectiveness of strategies and interventions to improve the transition from student to newly qualified nurse.International Journal of Nursing Studies, 52(7), pp.1254-1268. Hardacre, R. and Hayes, L., 2016. The transition to becoming a newly qualified nurse: a reflection. Journal of New Writing in Health and Social Care, 2(2), pp.32-43. Holland, K., 2016. A journey to becoming: the student nurse in transition. Journal of Advanced Nursing, 29(1), pp.229-236. Kaihlanen, A.M., Lakanmaa, R.L. and Salminen, L., 2015. The transition from nursing student to registered nurse: The mentor’s possibilities to act as a supporter. Nurse Education in Practice, 13(5), pp.418-422. Missen, K., McKenna, L. and Beauchamp, A., 2014. Satisfaction of newly graduated nurses enrolled in transition‐to‐practice programmes in their first year of employment: a systematic review. Journal of Advanced Nursing, 70(11), pp.2419-2433. Mohide, E., Geradrdi, O., Norman, D., Cavalieri, V., McKey, C.A., Jennings, B., Akhtar-Danesh, N. and Seidlitz, W., 2018. Selecting Nurse Preceptors: What Qualities and Characteristics Should Be Considered?. Omer, T.A., Suliman, W.A. and Moola, S., 2016. Roles and responsibilities of nurse preceptors: Perception of preceptors and preceptees. Nurse education in practice, 16(1), pp.54-59. Schumacher, K.L. and Meleis, A.L., 2015. Transitions: a central concept in nursing. Image: The Journal of Nursing Scholarship, 26(2), pp.119-127. Shinners, J.S. and Franqueiro, T., 2015. Preceptor skills and characteristics: considerations for preceptor education. The Journal of Continuing Education in Nursing, 46(5), pp.233-236. Thomas, C.M., Bertram, E. and Allen, R.L., 2016. The transition from student to new registered nurse in professional practice.Journal for Nurses in Professional Development, 28(5), pp.243-249. Walsh, A., 2015. Are new mental nurses prepared for practice?.Mental Health Review Journal, 20(2), pp.119-130. Watson, R., Gardiner, E., Hogston, R., Gibson, H., Stimpson, A., Wrate, R. and Deary, I., 2017. A longitudinal study of stress and psychological distress in nurses and nursing students.Journal of Clinical Nursing, 18(2), pp.270-278. Welyczko, N., 2018.Transition to Nursing Practice: from Student to Registered Nurse. Whitehead, B., Owen, P., Henshaw, L., Beddingham, E. and Simmons, M., 2016.Supporting newly qualified nurse transition: A case study in a UK hospital.Nurse education today, 36, pp.58-63. 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Share Tweet Share Related posts February 15, 2020 Disabled patients have a right to refuse life-sustaining treatment Read more February 15, 2020 Digital/social marketing efforts in Oslo University Hospital-Norway Read more February 15, 2020 Treating Liver Cancer in China Read more Place a Quick Order GET A FREE QUOTE Price: $10.00 Order Now Payment Options Writing From Scratch ☑ Articles ☑ Annotated Bibliographies ☑ Assignments ☑ Business Plans ☑ Case Studies ☑ Coursework ☑ Creative Writing ☑ Dissertations ☑ Essays ☑ Personal Statements ☑ Reports ☑ Research Papers ☑ Research Proposals ☑ Reviews ☑ Speeches ☑ Summaries ☑ Term Papers ☑ Thesis Proposals Our Services ☑ Academic Writing ☑ Business Writing ☑ Admission Essays ☑ Editing and Proofreading ☑ PowerPoint Presentations ☑ Ghost Writing ☑ Blog Posts OUR GUARANTEES ☑100% confidentiality ☑ Timely delivery of custom Papers ☑ A team of competent and experienced writers ☑ Cost-Effective prices for essay services ☑ Original and unique content ☑ Unlimited revision upon request ☑ Responsive customer support WHY CHOOSE US ☑ Free Revisions ☑ Timely Deliveries ☑ Guaranteed Privacy ☑ PhD-level professional writers ☑ Papers are written from Scratch CUSTOMER ADVANTAGES FREE Outline ———————Save $10 FREE Revisions —————Save $20 FREE Title Page ——————Save $5 FREE Bibliography —————Save $10 FREE Formatting——————Save $5 Essay Types ☑ Narrative Essay ☑ Descriptive Essay ☑ Reflective Essay ☑ Persuasive Essay ☑ Expository Essay ☑ Literature Essay ☑ Observation Essay ☑ Compare & Contrast Essay ☑ Personal Experience Essay ☑ Process Essay ☑ Cause and Effect essay ☑ Argumentative Essay ☑ Critical Essay ☑ Definition Essay ☑ Analytical Essay ☑ Synthesis Essay ☑ Explicatory Essay ☑ Review Essay ☑ Simple Essay ☑ Research Essay ☑ Rhetorical Analysis Essay 24/7 Support PAY WITH ORDER NOW Homework Writing Non Plagiarized Essay Book Review Research Proposal Graduate Essay Speech Writing Essay Writing Cheap Term Papers Homework Help Descriptive Essay University Papers Coursework Do My Essay Book Report Case Study Book Report Master’s Essay Term Paper Shakespeare Essay Application Paper APA Style Papers Essay Outline University Essay Dissertation/Thesis College Essays MLA Style Papers Research Paper Argumentative Essay Terms Privacy Policy Terms and Conditions Disclaimer Discount Policy Sitemap © 2019 EssayTyping.com. All Rights Reserved. This site uses cookies: Find out more. Okay, thanks The transition from a nursing student to a registered nurse is a critical career turning point among the nursing trainees. It is a point in which student nurses experience both exciting and challenging moments as they struggle to adapt to their professions. As such, they require mentors to encourage and guide them through their career development. During this transition point, student nurses need adequate time to adapt to the work environment, roles, responsibilities, and the underlying change of identities. Of great importance is their ability to switch from protected training institution to the authentic world that underpins their careers. However, the duration that nursing students take to adjust and adapt to the demanding professional roles varies from one trainee to another. In most countries, the transition period is the first twelve months after graduation upon which the student is recognised as a qualified nursing professional. Several studies in the literature review are in consensus that the nursing trainees encounter numerous challenges during the transition period. In some instances, the new professionals quit their jobs if there are no role models to guide them. The occurrence of such incidences explains the rise of nurses’ turnover, especially in the developing countries. According toWong et al., (2018, p.30) stress and work dissatisfaction are criticalelements that are challenging to the nursing trainees during the transition. Hong Kong is one of the cities that records the highest number of nursing students that quit their jobs at the early stagetransition. In this case, the authors noted that the rate steadily increased from 6% in 2011 to 14.5% in 2013. The situation suggests that there is a need for immediate intervention to enable the stakeholders to effectively manage the challenges that the fresh nursing professionals face during a transition. The change of working environment and roles is the primary challenges that the nursing graduates face during the first month of transition (Edwards et al., 2015, p. 1257). Their stress, in this case, is directly associated with insufficient preparation for the work environment during the study. It is also attributed to the past failures during clinical placements besides little study while in the training institutions. Hofler and Thomas (2016, p. 133) corroborate that excessive workload in the ward is another factor that explains why the nursing students find it difficult to adapt to the nursing field, the underlying practices and responsibilities. The researchers further assert that the graduate nurses placed in surgical wardshave high levels of stress compared to their counterparts in other units of the healthcare facility. Missen, McKenna, L. and Beauchamp (2014, p. 4422) argue that inadequate support from the practising nurses and workload in the health facility are the primary drivers for the trainee resignation. The process of managing the transition from a student nurse to registered nursing professionals entails a critical analysis of the potential challenges and their solutions. However, such strategies vary from one nursing student to another and for this reason, require appropriate and appropriate tailored to meet individual needs. One of strategies to enhance the effective management of the transition is the formulation of an effective preceptor and mentoring programs. According to Kaihlanen, Lakanmaa, and Salminen, L., (2014, p. 422), preceptor programs play critical roles since it reduces culture shocks among the fresh nursing professionals in transition. It is therefore arguably from this perspective that the preceptor programs foster the attainment of positive outcomes besides integrating theory and practice among the nursing students. The strategy, in this case, supports the graduate nurse to cope with the working culture by incorporating them with the experienced and registered professionals in the healthcare facility. Consequently, trainee nurses will enhance their professional competence, confidence and most importantly the gaining of autonomy when handling patients (Banister, Bowen-Brady & Winfrey, 2014, p. 321). Self-care is another essential strategy that enables graduate nurses to have exciting experiences during the transition period. In this case, it is an aspect that requires both the registered and the trainee nurses to care for one another as a strategy. The objective is to foster mutual understanding and cordial relationships during the transition. One of the approaches is assigning the trainee professionals thoughtful work as they grow their careers (Kajander-Unkuri et al., 2014, p. 798). They also consider the need to establish a balance between the lifestyle and the roles that they assign the fresh graduates during the initial phases of their transition. The primary objective is to enhance better experiences among nursing students and thus allow them to adapt to the new working environment gradually. That said, the experienced colleagues ought to monitor the skills of their trainee counterparts during eth transition. The key aspects in this context are whether the nursing students are growing both personally and professionally (Phillips et al., 2014, p. 105; Whitehead et al., 2016, p. 64). The self-care programs also enable the registered nurses to monitor anxiety and feelings of exhaustion and thereby adjust the underlying workload besides acting as the caretakers of the trainees in their respective departments of the healthcare system. A significant proportion of nursing students experience difficulties to interact with the registered nurses. As such, they develop an attitude that they are excluded by their colleagues and thus explain their challenges. Kumaran and Carney (2014, p. 604)argue that fresh nursing professionals have a notion that supportive colleagues play critical roles that enable them to adapt to their roles in the healthcare delivery system. Such trainees also have high expectations that they can quickly grasp nursing roles practices. Accordingly, they get frustrated if they do not meet their aspirations during the first stage of transition.Nurse Transition Into Clinical Practice Essay  Mellor and Greenhill (2014, p. 54) corroborate that fresh nursing professionals are further stressed when they find significant variation between theoretical knowledge and the actual clinical contexts. The ultimate consequence that underpins their challenges is poor clinical performance and even resignation from the healthcare facility. The authors assert that a close working relationship with the experienced nurses is essential to the trainees. It this case, it enables them to bridge the requisite skills and knowledge that is critical for their career development. The establishment of a supportive environment in the healthcare delivery system is essential in the process of managing transition among nursing students. It involves promoting a culture that considers the needs of the trainee nurses and allowing them to utilise the available opportunities to enhance their career development. The strategy entails assisting the trainee nurses to overcome anxiety through programs that enable them to breach the gap between nursing theory and the actual practices that are required of any registered nurse (Chen & Lou, 2014, p. 434). As such, the experienced nurses ought to assign nursing roles and monitor how their trainee counterparts are gaining patient management and clinical skills. The critical aspect is the monitoring of the nursing trainee ability to adjust to the working environment and the competence in undertaking their usual roles. Of great importance of a supportive environment is creating a culture that encourages fresh nursing students to feel comfortable when raising their concerns (Pennbran et al., 2013, p. 741; Freeling& Parker, 2015, p. 42). The strategy, in this case, is critical in managing stress and anxiety that adversely affect eth experiences of the trainee nursing professionals. The healthcare management and the experienced nurses ought to create awareness among their counterparts in transition on the need to identify challenges and communicate accordingly. Through proper planning, the nursing students can conclusively determine the potential difficulties that they will likely encounter and thereby seek guidance. The strategy psychologically prepares them on the common challenges during the transition period and thus formulates the necessary approach. As such, it promotes the development of positive experiences besides its role in eliminating culture shock. The Nursing and Midwifery Council standards on student supervision and assessment require the nursing professionals to monitor the trainees while in the practice environment strictly (NMC, 2019). Both the academic and practice assessors play critical roles that promote trainees’ career development. Arguably, the training institutions should create an awareness that students play essential roles in developing their professional proficiency. As such, nursing students are supposed to communicate all the challenges that they encounter during the transition for an immediate solution. They should also have positive attitudes towards the problems that they face while in transition since it is part of the learning process that equips them with the requisite clinical and patient management skills. It is apparent from this situation that the nursing students experience challenges that hinder their transition to registered nurses. As a result, the future NMC standardsshould incorporate the provisions that potentially address these difficulties. For instance, an outline of the workload as the nursing trainees progress from one step of their transition to another. Preceptorship in the UK refers to the process by which newly qualified nurses (NQNs) are often supported throughout the transition from being a basic student to being a fully registered nurse (RN) (Beddingham& Simmons, 2016). Support, as well as acceptance of newly registered nurses mainly by the senior colleagues, helps to ensure that they develop positively. The initial stages of nursing profession right after qualification can be very challenging, and if the newly qualified nurses are not supported effectively, they tend to leave the nursing profession earlier, thereby making them less beneficial to the members of the general society. Preceptors in a nursing context refer to a practice-based trainer. According to Duchscher (2017), the main functions of the preceptor include refining the skills of the newly qualified nurses which they had mainly gained in their academic training, refining their values and behaviors so that they become valuable members of the nursing community as well as motivating them to continue with their learning process throughout their lives so that they can be able to hone their skills and competencies even more. Importance of Preceptorship to Newly Qualified Nurses There are many benefits that the students reap from being engaged in preceptorship programs and that help them to become better nurses after registration. To start with, preceptorship helps to introduce newly qualified nurses into a clinical setting. There is a great difference between the school and clinical nursing, and such newly qualified nurses may find challenges trying to adapt to the new settings (Schumacher &Meleis, 2015). Changes in a setting often precede a change in behavior, and it attracts new roles and responsibilities. Newly qualified nurses are exposed to preceptorship to enhance a swift and a less challenging transition of settings by helping them to adopt the new roles and responsibilities, as well as helping them to familiarize and adopt the various changes as they may be found in any clinical setting (Hardacre& Hayes, 2016). The preceptors help the trainees on the best use of various facilities found in the clinical setting as well as guiding them through safety measures and precautions that they are supposed to observe. The change from their school setting often exposes them to a new set of threats and risks and preceptorship ensures that the students are well informed about the various ways that they can improve their safety and avoid the risks that may be associated with the new environment (Kaihlanen, Lakanmaa&Salminen, 2015). As a result, the students are kept away from any accidents and injuries, and their wellbeing is maintained. Besides, preceptorship exposes and introduces the newly qualified nurses into the real daily life of nurses, and it helps them to transit easily from their previous schedules and fit themselves to the newly acquired schedules. There is a great difference between a nursing student and a real nurse in that their normal daily lives are completely different ranging from their working and operating schedules to the actual activities that are handled by each of them (Walsh, 2015). To facilitate an easy transition from a newly qualified nurse to a registered nurse, the subjects need to be introduced into the real world of nursing where they are exposed to the typical daily schedules of nurses thereby giving them the insight to help them become convenient professionals (Edwards et al., 2015). Nursing is a very dedicated professional and any individuals aspiring to register as qualified nurses need to be ready to undertake all the challenges that are likely to be found in the line of transition. Besides, the students need to be given insights on how to handle different situations and events as they may come to meet along their profession. Some of the great lessons that preceptors teach newly qualified nurses include flexibility and commitment. A professional nurse needs to be highly flexible to enable their ability to respond to the various events as they may arise. Through preceptorship, knowledge is integrated into practice. The newly qualified nurses are equipped with great knowledge that they gather from the school, but they lack the practical experience to handle and apply the various skills and knowledge that they gather from the various academic institutions in which they may have trained. To start with, the students need to be brought to the realization that they will be dealing with real humans and therefore, greater care is required when carrying out the various operations so that life can be saved (Watson, 2017). They need to be taught the various repercussions that may be contributed by negligence, and they are also made aware on the various safety tips that they should always remember in their daily engagements (Missen, McKenna & Beauchamp, 2014). Theories are very different from real practical knowledge, and the students require to be exposed to the actual application of the vast theoretical knowledge into practical work (Thomas, Bertram & Allen, 2016). Without being exposed to such a period of mentorship as preceptorship, the newly qualified nurse are likely to lead to many accidents that may, in turn, lead to the loss of lives. The preceptors also provide consistent feedback on the progress of the newly qualified nurses. In most cases, the new nurses are anxious, and they undertake the various duties assigned to them with fear since they are not fully sure about how they should undertake them (Holland, 2016). They are afraid of taking new responsibilities since they lack enough confidence. However, preceptorship helps to take away the anxiety of the students on builds on their confidence by ensuring that they get consistent feedback from the preceptors (Watson, 2017). Whenever they undertake a successful task, they are appreciated and also they are corrected when they do any slight wrongs. That does not only help them to perfect in their skills, but it also helps to motivate them to keep growing and undertaking more tasks and duties in the future (Omer, Suliman, Moola, 2016). Without such an acknowledgment, it becomes very hard for new nurses to monitor their progress, which is a great component in motivating growth. Qualities of a Preceptor Considering the great importance that is associated with the entire process of managing the transition from nursing student to a registered nurse, it is very crucial to monitor the qualities and values of the nurses who fit to become preceptors. Nursing students are more likely to emulate the behavior and qualities of their receptors and it, therefore, becomes essential to make sure that such preceptors have valuable and quality qualities and values (Mohide et al., 2018).Nurse Transition Into Clinical Practice Essay There are a variety of positive qualities that preceptors are supposed to possess so that they can pass them down to the nursing students who they interact with to improve the quality of the nursing care which would, in turn, promote quality lives among the members of the society. To start with, good preceptors are supposed to be able to assess the learning needs of the new nurses since they assume the responsibilities of their trainers and mentors. Even though the nursing students may have a significant amount of quality knowledge from their previous nursing schools, they still require a lot of technical learning to assist them to apply the specific knowledge they acquired from school (Blevins, 2016). As a result, any good preceptor should be in a position to identify the various weaknesses as displayed by the students and help them to improve on them (Mohide et al., 2018). Without such qualities, a preceptor would be of less importance to the learners. Since the main purpose of the entire preceptorship entails helping the new nurses to become qualified and better professionals, any individual who qualifies to be a preceptor must be able to identify the various weaknesses that may be posed by their new nurses and help them to improve and build on their profession. Besides, a good preceptor must be inspiring and motivating enough. The process of transiting from a nursing student to a nursing professional is quite challenging, and without enough support, many individuals are normally likely to give up on the profession. Other than ensuring that the new nurses adapt to their new operating setting, roles, and responsibilities, the preceptor still has the role of building the interest of the students by highlighting on the positives and benefits that are associated with the profession (Whitehead et al., 2016). Preceptors should inspire the students to take up the various duties assigned to them willingly and also to help each other and embrace teamwork (Shinners&Franqueiro, 2015). They should also encourage them to improve themselves through further training and enrollment in education programs. The success of any nurse is highly dependent on the preceptor they interact with during their transition from nursing students to professionals. Good preceptors should also be able to give valuable and constructive feedback to the newly qualified nurses. Feedback is one of the important elements that promote growth in almost every department. When quality and honest feedback is provided, it acts as a tool for motivation. It may also assist to initiate correction where an individual identifies that they have been doing the wrong thing. Good preceptors provide essential honest and quality feedback to their perceptions (Whitehead et al., 2016). They command them on the various positive attributes they may possess and also helps them to improve on their weaknesses by advising them accordingly (Bengtsson& Carlson, 2015). They also understand the correct use of language when they are expressing their feedback. When feedback is expressed negatively, it may lead to greater harm by discouraging its recipient, thereby destroying them rather than building them. The ability to give honest feedback constructively is one of the traits that every preceptor should possess. Conclusion The period of transition from a nursing student to a nursing professional is very critical, and it requires quality support from trained quality nurses called preceptors. While the preceptors mainly help the newly trained nurses to adapt to their new environments and take over their new responsibilities, preceptors also carry out essential functions of teaching them and improving them through such ways as providing constructive feedback to them (Welyczko, 2018). The preceptors are, therefore, required to possess quality traits such as the ability to motivate, assess learning needs and other essential and beneficial qualities that would help to build quality professionals for the betterment of healthcare. References Chen, C.M. and Lou, M.F., 2014. The effectiveness and application of mentorship programs For recently registered nurses: a systematic review. Journal of nursing Management, 22(4), pp.433-442. Banister, G., Bowen-Brady, H.M. and Winfrey, M.E., 2014. Using career nurse mentors to Support minority nursing students and facilitate their transition to practice. Journal of Professional Nursing, 30(4), pp.317-325. Edwards, D., Hawker, C., Carrier, J. and Rees, C., 2015. A systematic review of the The effectiveness of strategies and interventions to improve the transition from student to Newly qualified nurse. International Journal of Nursing Studies, 52(7), pp.1254-1268. Freeling, M. and Parker, S., 2015. Exploring experienced nurses’ attitudes, views and Expectations of new graduate nurses: A critical review. Nurse education today, 35(2), Pp.e42-e49. Hofler, L. and Thomas, K., 2016. The transition of new graduate nurses to the workforce Challenges and solutions in the changing health care environment. North Carolina MedicalJournal, 77(2), pp.133-136. Kaihlanen, A.M., Lakanmaa, R.L. and Salminen, L., 2014. The transition from nursing student to Registered nurse: The mentor’s possibilities to act as a supporter. Nurse Education in Practice, 13(5), pp.418-422. Kajander-Unkuri, S., Meretoja, R., Katajisto, J., Saarikoski, M., Salminen, L., Suhonen, R. and Leino-Kilpi, H., 2014. Self-assessed level of competence of graduating nursing students And factors related to it. Nurse Education Today, 34(5), pp.795-801. Kumaran, S. and Carney, M., 2014. Role transition from student nurse to staff nurse: Facilitating The transition period. Nurse education in practice, 14(6), pp.605-611. Mellor, P. and Greenhill, J., 2014. A patient safety focused registered nurse transition to practice Program. Contemporary Nurse, 47(1-2), pp.51-60. Missen, K., McKenna, L. and Beauchamp, A., 2014. Satisfaction of newly graduated nurses Enrolled in transition‐to‐practice programs in their first year of employment: a Systematic review. Journal of Advanced Nursing, 70(11), pp.2419-2433. Nursing and Midwifery Council (NMC), 2019. Standards of proficiency for registered nurses, s.l.: s.n. Available at: Nurse Transition Into Clinical Practice Essay https://www.nmc.org.uk/standards/standards-for-nurses/standards-of-proficiency-for-registered-nurses/ Pennbrant, S., Nilsson, M.S., Öhlén, J. and Rudman, A., 2013. Mastering the professional role as A newly graduated registered nurse. Nurse education today, 33(7), pp.739-745. Phillips, C., Kenny, A., Esterman, A. and Smith, C., 2014. A secondary data analysis examining The needs of graduate nurses in their transition to a new role. Nurse Education in Practice, 14(2), pp.106-111. Whitehead, B., Owen, P., Hens haw, L., Beddingham, E. and Simmons, M., 2016. Supporting Newly qualified nurse transition: A case study in a UK hospital. Nurse education Today, 36, pp.58-63. Wong, S.W.J., Che, W.S.W., Cheng, M.T.C., Cheung, C.K., Cheung, T.Y.J., Lee, K.Y., So, K.C. And Yip, S.L., 2018. Challenges of fresh nursing graduates during their transition Period. Journal of Nursing Education and Practice, 8(6), p.30. Beddingham, E. and Simmons, M., 2016.Supporting newly qualified nurse transition: A case study in a UK hospital. Blevins, S., 2016. Qualities of effective preceptors.MedSurg Nursing, 25(1), p.60. Bengtsson, M. and Carlson, E., 2015. Knowledge and skills needed to improve as preceptor: development of a continuous professional development course–a qualitative study part I. BMC nursing, 14(1), p.51. Duchscher, J.E.B., 2017. Transition shock: the initial stage of role adaptation for newly graduated registered nurses. Journal of advanced nursing, 65(5), pp.1103-1113. Edwards, D., Hawker, C., Carrier, J. and Rees, C., 2015. A systematic review of the effectiveness of strategies and interventions to improve the transition from student to newly qualified nurse.International Journal of Nursing Studies, 52(7), pp.1254-1268. Hardacre, R. and Hayes, L., 2016. The transition to becoming a newly qualified nurse: a reflection. Journal of New Writing in Health and Social Care, 2(2), pp.32-43. Holland, K., 2016. A journey to becoming: the student nurse in transition. Journal of Advanced Nursing, 29(1), pp.229-236. Kaihlanen, A.M., Lakanmaa, R.L. and Salminen, L., 2015. The transition from nursing student to registered nurse: The mentor’s possibilities to act as a supporter. Nurse Education in Practice, 13(5), pp.418-422. Missen, K., McKenna, L. and Beauchamp, A., 2014. Satisfaction of newly graduated nurses enrolled in transition‐to‐practice programmes in their first year of employment: a systematic review. Journal of Advanced Nursing, 70(11), pp.2419-2433. Mohide, E., Geradrdi, O., Norman, D., Cavalieri, V., McKey, C.A., Jennings, B., Akhtar-Danesh, N. and Seidlitz, W., 2018. Selecting Nurse Preceptors: What Qualities and Characteristics Should Be Considered?. Omer, T.A., Suliman, W.A. and Moola, S., 2016. Roles and responsibilities of nurse preceptors: Perception of preceptors and preceptees. Nurse education in practice, 16(1), pp.54-59. Schumacher, K.L. and Meleis, A.L., 2015. Transitions: a central concept in nursing. Image: The Journal of Nursing Scholarship, 26(2), pp.119-127. Shinners, J.S. and Franqueiro, T., 2015. Preceptor skills and characteristics: considerations for preceptor education. The Journal of Continuing Education in Nursing, 46(5), pp.233-236. Thomas, C.M., Bertram, E. and Allen, R.L., 2016. The transition from student to new registered nurse in professional practice.Journal for Nurses in Professional Development, 28(5), pp.243-249. Walsh, A., 2015. Are new mental nurses prepared for practice?.Mental Health Review Journal, 20(2), pp.119-130. Watson, R., Gardiner, E., Hogston, R., Gibson, H., Stimpson, A., Wrate, R. and Deary, I., 2017. A longitudinal study of stress and psychological distress in nurses and nursing students.Journal of Clinical Nursing, 18(2), pp.270-278. Welyczko, N., 2018.Transition to Nursing Practice: from Student to Registered Nurse. Whitehead, B., Owen, P., Henshaw, L., Beddingham, E. and Simmons, M., 2016.Supporting newly qualified nurse transition: A case study in a UK hospital.Nurse education today, 36, pp.58-63. Do you need high quality Custom Essay Writing Services? Share Tweet Share Related posts February 15, 2020 Disabled patients have a right to refuse life-sustaining treatment Read more February 15, 2020 Digital/social marketing efforts in Oslo University Hospital-Norway Read more February 15, 2020 Treating Liver Cancer in China Read more Place a Quick Order GET A FREE QUOTE Price: $10.00 Order Now Payment Options Writing From Scratch ☑ Articles ☑ Annotated Bibliographies ☑ Assignments ☑ Business Plans ☑ Case Studies ☑ Coursework ☑ Creative Writing ☑ Dissertations ☑ Essays ☑ Personal Statements ☑ Reports ☑ Research Papers ☑ Research Proposals ☑ Reviews ☑ Speeches ☑ Summaries ☑ Term Papers ☑ Thesis Proposals Our Services ☑ Academic Writing ☑ Business Writing ☑ Admission Essays ☑ Editing and Proofreading ☑ PowerPoint Presentations ☑ Ghost Writing ☑ Blog Posts OUR GUARANTEES ☑100% confidentiality ☑ Timely delivery of custom Papers ☑ A team of competent and experienced writers ☑ Cost-Effective prices for essay services ☑ Original and unique content ☑ Unlimited revision upon request ☑ Responsive customer support WHY CHOOSE US ☑ Free Revisions ☑ Timely Deliveries ☑ Guaranteed Privacy ☑ PhD-level professional writers ☑ Papers are written from Scratch CUSTOMER ADVANTAGES FREE Outline ———————Save $10 FREE Revisions —————Save $20 FREE Title Page ——————Save $5 FREE Bibliography —————Save $10 FREE Formatting——————Save $5 Essay Types ☑ Narrative Essay ☑ Descriptive Essay ☑ Reflective Essay ☑ Persuasive Essay ☑ Expository Essay ☑ Literature Essay ☑ Observation Essay ☑ Compare & Contrast Essay ☑ Personal Experience Essay ☑ Process Essay ☑ Cause and Effect essay ☑ Argumentative Essay ☑ Critical Essay ☑ Definition Essay ☑ Analytical Essay ☑ Synthesis Essay ☑ Explicatory Essay ☑ Review Essay ☑ Simple Essay ☑ Research Essay ☑ Rhetorical Analysis Essay 24/7 Support PAY WITH ORDER NOW Homework Writing Non Plagiarized Essay Book Review Research Proposal Graduate Essay Speech Writing Essay Writing Cheap Term Papers Homework Help Descriptive Essay University Papers Coursework Do My Essay Book Report Case Study Book Report Master’s Essay Term Paper Shakespeare Essay Application Paper APA Style Papers Essay Outline University Essay Dissertation/Thesis College Essays MLA Style Papers Research Paper Argumentative Essay Terms Privacy Policy Terms and Conditions Disclaimer Discount Policy Sitemap © 2019 EssayTyping.com. 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Extensive use of the word transition in nursing literature signals that it is a significant concept (Ralik, Visentin, Van Loon, 2006). It is essential for nurses to possess knowledge and understanding of transition. The purpose of this paper is to provide a comprehensive examination and explore the definitions and key elements of the concept of transition and show how gaining knowledge of transition can positively impact client care and the nursing profession. Understanding transition will help improve client care by teaching nurses how to assess for, and facilitate transition and develop health promotion initiatives. Ultimately, the goal is to have better outcomes for clients going through transition. Continued research and education…show more content…
For example, developmental transition is transition that everyone goes though – puberty, menopause, aging. Health and illness transitions usually involve a diagnosis and the process of recovery. According to Alligood, there are several characteristics of the transition process including awareness, engagement, change, time, and critical points and events, as well as factors that may enable or hinder the process and positive outcome of transition can be personal, community, or societal (2014). Awareness is a major characteristic of transition, so to be in transition, a person must be aware of changes happening (Meleis, 2010). Engagement or involvement in the process of transition may include pursuing and obtaining information and assistance. It is important to recognize that without awareness, engagement will not occur. It is also important to recognize that transition involves change, another characteristic of transition, although change may not necessarily mean transition (Meleis, 2010). A person who goes through the process of transition will go through changes and may view the world from a much different perspective than they previously did. The process of transition takes time. Nurse Transition Into Clinical Practice Essay