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New graduate nurses’ understanding and attitudes about patient safety upon transition to practice

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  • Melanie Murray
  • Deborah Sundin
  • Vicki Cope

Abstract

Aims To explore the transition experiences of newly graduated registered nurses with particular attention to patient safety. Background New graduate registered nurses’ transition is accompanied by a degree of shock which may be in tune with the described theory–practice gap. The limited exposure to clinical settings and experiences leaves these nurses at risk of making errors and not recognising deterioration, prioritising time management and task completion over patient safety and care. Design Qualitative descriptive approach using semi‐structured interviews. Methods Data were collected during 2017–18 from 11 participants consenting to face‐to‐face or telephone semi‐structured interviews. Interviews were transcribed verbatim, and data were analysed using thematic analysis techniques assisted by Nvivo coding software. The study follows the COREQ guidelines for qualitative studies (see Supplementary File 1). Results Key themes isolated from the interview transcripts were as follows: patient safety and insights; time management; making a mistake; experiential learning; and transition. Medication administration was a significant cause of stress that adds to time management anguish. Although the new graduate registered nurses’ clinical acumen was improving, they still felt they were moving two steps forward, one step back with regards to their understanding of patient care and safety. Conclusion Transition shock leaves new graduate registered nurses’ focused on time management and task completion over patient safety and holistic care. Encouragement and support needed to foster a safety culture that foster safe practices in our new nurses. Relevance to practice Having an understanding of the new graduate registered nurses’ experiences and understanding of practice will assist Graduate Nurse Program coordinators, and senior nurses, to plan and provide the relevant information and education during these initial months of transition to help mitigate the risk of errors occurring during this time.

Suggested Citation

  • Melanie Murray & Deborah Sundin & Vicki Cope, 2019. "New graduate nurses’ understanding and attitudes about patient safety upon transition to practice," Journal of Clinical Nursing, John Wiley & Sons, vol. 28(13-14), pages 2543-2552, July.
  • Handle: RePEc:wly:jocnur:v:28:y:2019:i:13-14:p:2543-2552
    DOI: 10.1111/jocn.14839
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    References listed on IDEAS

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    1. Jackie Lea & Mary Cruickshank, 2015. "The support needs of new graduate nurses making the transition to rural nursing practice in Australia," Journal of Clinical Nursing, John Wiley & Sons, vol. 24(7-8), pages 948-960, April.
    2. Jackie Lea & Mary Cruickshank, 2015. "Supporting new graduate nurses making the transition to rural nursing practice: views from experienced rural nurses," Journal of Clinical Nursing, John Wiley & Sons, vol. 24(19-20), pages 2826-2834, October.
    3. Karen Missen & Lisa McKenna & Alison Beauchamp & Jo‐Ann Larkins, 2016. "Qualified nurses' rate new nursing graduates as lacking skills in key clinical areas," Journal of Clinical Nursing, John Wiley & Sons, vol. 25(15-16), pages 2134-2143, August.
    4. Elizabeth K. Herron, 2018. "New graduate nurses’ preparation for recognition and prevention of failure to rescue: A qualitative study," Journal of Clinical Nursing, John Wiley & Sons, vol. 27(1-2), pages 390-401, January.
    5. E. Pieter Jansen, 2018. "Bridging the gap between theory and practice in management accounting," Accounting, Auditing & Accountability Journal, Emerald Group Publishing Limited, vol. 31(5), pages 1486-1509, June.
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    1. Anna Willman & Kaisa Bjuresäter & Jan Nilsson, 2020. "Newly graduated nurses' clinical competencies and need for further training in acute care hospitals," Journal of Clinical Nursing, John Wiley & Sons, vol. 29(13-14), pages 2209-2220, July.

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