Graduate nurse experiences of support : a review

Gardiner, Isabelle and Sheen, Jade 2016, Graduate nurse experiences of support : a review, Nurse education today, vol. 40, pp. 7-12, doi: 10.1016/j.nedt.2016.01.016.

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Title Graduate nurse experiences of support : a review
Author(s) Gardiner, Isabelle
Sheen, JadeORCID iD for Sheen, Jade orcid.org/0000-0001-8327-5314
Journal name Nurse education today
Volume number 40
Start page 7
End page 12
Total pages 6
Publisher Elsevier
Place of publication London, Eng.
Publication date 2016-05
ISSN 1532-2793
Keyword(s) Education
Feedback
Graduate nurse
Graduate nurse program
Stress
Support
Social Sciences
Science & Technology
Life Sciences & Biomedicine
Education, Scientific Disciplines
Nursing
Education & Educational Research
NEWLY QUALIFIED NURSES
NEWLY REGISTERED NURSES
1ST YEAR
TRANSITION PROGRAMS
GENERATION NURSES
PERCEPTIONS
PRECEPTORSHIP
WORKPLACE
WORK
CARE
Summary UNLABELLED: The first year of practice as a nurse is recognized as stressful. Graduate nurses (GNs) report gaps in their education, reality shock, burnout and other negative experiences that influence their intentions to remain in nursing. OBJECTIVES: The aim of this literature review was to gain a greater understanding of the experiences of GNs. REVIEW METHODS: It included thirty-six articles that focused on GNs and their transition to nursing, as part of a graduate nurse program (GNP), from 2005 to present. RESULT: The review identified three main themes that influence the transition from student to registered nurse. These themes included, 1) feeling stressed and overwhelmed by nursing responsibilities, 2) the amount of support from senior nurses and 3) the importance of feedback on their performance as nurses. CONCLUSIONS: Further research that is focused on the support and feedback provided to new nurses is needed.
Language eng
DOI 10.1016/j.nedt.2016.01.016
Field of Research 170106 Health, Clinical and Counselling Psychology
1110 Nursing
Socio Economic Objective 920210 Nursing
HERDC Research category C1 Refereed article in a scholarly journal
ERA Research output type C Journal article
Copyright notice ©2016, Elsevier
Persistent URL http://hdl.handle.net/10536/DRO/DU:30085997

Document type: Journal Article
Collection: School of Psychology
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