Essay S 2007 2008

Essay S 2007 2008-73
Theory-practice gaps, if strategies are not developed, can lead to segregation across newly qualified nurses and experienced staff, as when high expectations are placed upon newly qualified staff, they are unable to re-negotiate their new roles as they have no understanding of how their role can be limited by the particular socio-political and organisational constraints that can impede their practice (Maben et al. Consequently the actual NHS environment and organisational culture in which newly qualified nurses find themselves can elicit a major impact upon how such nurses manage their transitions and forge a new self-identity and come to make sense of the role of the newly qualified nurse (Mooney, 2007; Whitehead, 2001). A key strategy promoted by the Nursing and Midwifery Council (NMC) (2006) is the employment of preceptors and supervisors to facilitate newly qualified nurses’ adjustment to their new practice settings (NMC 2006).

Theory-practice gaps, if strategies are not developed, can lead to segregation across newly qualified nurses and experienced staff, as when high expectations are placed upon newly qualified staff, they are unable to re-negotiate their new roles as they have no understanding of how their role can be limited by the particular socio-political and organisational constraints that can impede their practice (Maben et al. Consequently the actual NHS environment and organisational culture in which newly qualified nurses find themselves can elicit a major impact upon how such nurses manage their transitions and forge a new self-identity and come to make sense of the role of the newly qualified nurse (Mooney, 2007; Whitehead, 2001).

Tags: Literature Review In Research ProposalHomework Websites For StudentsHeart Of Darkness And Racism EssayCognitive Problem Solving SkillsEssays On The U.S. Supreme CourtEssay On Ted KaczynskiAp Central Synthesis Essay RubricDo Master ThesisThesis Vs Non-Thesis Mechanical EngineeringEssay Of Crucibal

Whitehead’s (2001; 2011) studies’ findings led to the recommendations that newly qualified nurses must have access to preceptorship, clinical supervision and some form of full time support so that difficulties can be addressed swiftly and reduce the number of newly qualified nurses living too hastily without appropriate discussion the nursing profession. The first year as a staff nurse: the experiences of a first cohort of Project 2000 nurses in a demonstration district.

As Whitehead (2011) states, social support and peer interaction can help to address and alleviate fears and stress through nurses being able to access appropriate emotional support and guidance at any time (Mooney 2007). (2012) examined the impact that providing preceptorship support elicited upon nurses’ successful transition into new practice, Jonsen et al.

The literature evidences that newly qualified nurses who feel pressured to follow the practices of other staff can become desensitised to the use of poor practice through rationalising the need for such practice as a result of environmental pressures, such as time or staffing issues, which can lead to the nurse also adopting them (Mackintosh, 2006). (2006) Caring: the socialisation of pre-registration student nurses: a longitudinal qualitative descriptive study.

Mackintosh (2006) highlights how this can lead to newly qualified nurses re-negotiating new nursing roles where personal values are re-assessed to enable adoption of similar practices, which serves to further reinforce the use of poor care within NHS settings. International Journal of Nursing Studies, 43 (8), pp.

The literature indicates however that student nurses are simply not being effectively supported by both the NHS health care system and pre-registration training, which is leading to ineffective training which results in poorly prepared student nurses with expectations that do not translate into their actual new ‘professional’ nursing roles (Mooney, 2007; O’Shea and Kelly 2007).

As Clark and Holmes (2007, p.1211) state, nursing education does not offer students “the knowledge, skills or confidence necessary for independent practice”.

Mooney (2007) confirms this in research conducted with newly qualified nurses that reported that pre-registration training did not prepare them for the realities of actual practice.

Mooney (2007) also demonstrated how the high expectations of staff-leaders and patients furthered nurses’ feeling of lacking skills and knowledge, as no accommodation was made for their newly qualified status and lack of experience, which led to stress and disillusionment (Hollywood, 2011). (2006) state, such treatment and lack of support places newly qualified nurses in vulnerable situations: they are at great disadvantage due to lack of experience and appropriate support strategies (Hollywood, 2011).

Duchscher (2008) identifies two key processes, those of socialisation and professionalisation, that occur as student nurses adjust to becoming a newly qualified nurse, Duchscher states that in order for nurses to effectively adjust to the transition they must modify their professional and personal values so that they are more aligned with the actual role. National Health Service (2013) Change management plan. Nursing and Midwifery Council (NMC) (2006) The future of pre-registration nursing education – NMC Consultation.

Duchscher (2008) argues that these changes result in nurses experiencing a process of intellectual, emotive personal, professional, role, skill and relationship transitions, which lead to new understandings, expectations and, subsequently, experiences. (2007) Professional socialization: The key to survival as a newly qualified nurse. (2009) Enhancing transition: An enhanced model of clinical placement for final year nursing students.

SHOW COMMENTS

Comments Essay S 2007 2008

The Latest from moskvalogistik.ru ©