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Newly graduated nurses' experiences of a trainee programme regarding the introduction process and leadership in a hospital setting—A qualitative interview study

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  • Linda Gellerstedt
  • Annelie Moquist
  • Anette Roos
  • Bergkvist Karin
  • Åsa Gransjön Craftman

Abstract

Aim and objectives This study aimed to describe newly graduated nurses' experiences of introduction processes and leadership within a hospital trainee programme. Background For many, being a newly graduated nurse is associated with stress, influenced by the challenge of the transition to independent nurse, coupled with the loss of mentorship due to nurse turnover and rapidly changing demands. Methods A qualitative design with an inductive approach was chosen, and four focus groups were convened. A total of nineteen nurses were included in the study. Data were analysed using qualitative content analysis. COREQ was used as EQUATOR checklist. Findings The analysis resulted in three themes: Need for an introduction when facing a complex reality, Striving to stand on my own and The importance of having an accessible and multiskilled manager. The transition is a complex, dynamic and demanding process. Conclusions The orientation process from student to becoming an independent nurse is a challenging period. A flexible manager and a readily accessible leadership facilitate the newly graduated nurse's striving to become an independent nurse. The study demonstrates that a trainee programme and support are essential in this process. There are indications that today's newly graduated nurses have high expectations of coaching from the manager during the orientation process. Relevance to clinical practice The hospital setting and its organisation are rapidly changing in relation to the increasing number of patients and their health status. In addition, there is a need for newly graduated nurses to secure regrowth, to fill the ranks of experienced nurses leaving the field. Newly graduated nurses increasingly perceive a gap between their training and clinical realities, thus necessitating changes in tutoring and their introduction to the work.

Suggested Citation

  • Linda Gellerstedt & Annelie Moquist & Anette Roos & Bergkvist Karin & Åsa Gransjön Craftman, 2019. "Newly graduated nurses' experiences of a trainee programme regarding the introduction process and leadership in a hospital setting—A qualitative interview study," Journal of Clinical Nursing, John Wiley & Sons, vol. 28(9-10), pages 1685-1694, May.
  • Handle: RePEc:wly:jocnur:v:28:y:2019:i:9-10:p:1685-1694
    DOI: 10.1111/jocn.14733
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    References listed on IDEAS

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    1. Michelle Cleary & Jan Horsfall & Paulpandi Muthulakshmi & Brenda Happell & Glenn E Hunt, 2013. "Career development: graduate nurse views," Journal of Clinical Nursing, John Wiley & Sons, vol. 22(17-18), pages 2605-2613, September.
    2. Olivia Numminen & Helena Leino‐Kilpi & Hannu Isoaho & Riitta Meretoja, 2016. "Newly graduated nurses’ occupational commitment and its associations with professional competence and work‐related factors," Journal of Clinical Nursing, John Wiley & Sons, vol. 25(1-2), pages 117-126, January.
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    Cited by:

    1. Anna Willman & Kaisa Bjuresäter & Jan Nilsson, 2021. "Insufficiently supported in handling responsibility and demands: Findings from a qualitative study of newly graduated nurses," Journal of Clinical Nursing, John Wiley & Sons, vol. 30(1-2), pages 83-92, January.

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