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The nature and implications of support in graduate nurse transition programs : an Australian study

journal contribution
posted on 2008-01-01, 00:00 authored by Megan-Jane JohnstoneMegan-Jane Johnstone, O Kanitsaki, T Currie
It is widely recognized that support is critical to graduate nurse transition from novice to advanced beginner-level practitioner and to the integration of neophyte practitioners into safe and effective organizational processes. Just what constitutes support, however, and why (if at all) support is important, when, ideally, support should be given, by whom, how, and for how long, have not been systematically investigated. Building on the findings (previously reported) of a yearlong study that had, as its focus, an exploration and description of processes influencing the successful integration of new graduate nurses into safe and effective organizational processes and systems, the findings presented in this article strongly suggest that support is critical to the process of graduate nurse transition, and that integration into “the system” is best provided during the first 4 weeks of a graduate nurse transition program and thereafter at the beginning of each ward rotation; that “informal teachers” and the graduate nurses themselves are often the best sources of support; and that the most potent barriers to support being provided are the untoward attitudes of staff toward new graduates. Drawing on the overall findings of the study, a new operational definition of support is proposed and recommendations are made for future comparative research on the issue.

History

Journal

Journal of professional nursing

Volume

24

Issue

1

Pagination

46 - 53

Publisher

W.B. Saunders Co.

Location

Philadelphia, Pa.

ISSN

8755-7223

eISSN

1532-8481

Language

eng

Publication classification

C1.1 Refereed article in a scholarly journal

Copyright notice

2008, W.B. Saunders

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