Critical Thinking: How transition theory can be used to prepare you for your evolving practice as a Graduate nurse
Abstract
This is my finial year, last term I will be graduating in this August
I attached 3 article .Duchscher 2008 is most require article please use this article the most
Hi I might include some of my friends work that is a little bit similar but she did hers in level three and im doing it in level four now in my last year the final term so don't copy just take an idea.
Check page 22-24 Assignment outline for the N4K10 Reflection Expectations this is my 3rd reflection the other 2 I have done , 3rd reflection is different than reflection 1 and 2 please use for A Framework to Foster Critical Reflection.
Please fallow the steps
I work on the stroke floor 4C. I take over all of the patients; I am responsible of the 4 patients during the day and the 7 patients during the night. It is very different from when I first started with one patient during the day and 2 patients during the night. My preceptor encouraged me. This paper has to describe how I transitioned from being a student to becoming a professional nurse. I have to use the transition theory. Things like what I went through my experiences, my preceptor's encouragement and help, the knowledge and skills I gained, my confidence level.
4 Pages
3 References
APA
Sitting behind a table with the comforting knowledge that there are friends on either side of your table can make anyone feel secure. However, when they are asked to come out of their comfort zone and face unknown situations on their own, a feeling of incongruity sets in. This is precisely what happens to anyone who walks into an office for the first time after graduating. The transition from learning to practice can be harsh and cruel. This is no different for nursing students either. In fact, for nursing students to become professional nurses from day one, the demands are far more challenging.However, Duchscher (2008), in her theory of transition says that:
The theory of ‘Transition Shock’ builds on Kramer’s work by outlining how the contemporary new graduate engaging in a professional practice role for the first time is confronted with a broad range and scope of physical, intellectual, emotional, developmental and sociocultural changes that are expressions of, and mitigating factors within the experience of transition.(P.1103)
There is no doubt that for the majority of nursing students, the transition from being a student to an RN is challenging. Apart from the clinical challenges they face on most counts, these ‘transitional students’, if I may say so, have to adapt to the ever changing demands of institutional cultures. Now, these are not taught professionally in nursing schools. Therefore, in addition to practicing what they’ve learnt in school, these RNs have to adjust to their new environment and cultural changes in the least possible time. Such stressful work environment can contribute to clinical errors and employee turnover.
Mohr (1995) lends support to Duchscher’s claims that even though the hospital environment moves nursing graduates away from the ideal of professional nursing practice adopted by them in their educational socialization process, they can look forward to a more productive, efficient and achievement-oriented environment that emphasizes on institutionally imposed social goals. (Duchscher, P.1104)
Generally, the nursing graduates are ill-prepared for the transition from classroom settings to practical responsibilities because, they are unaware of what is expected of them. The fear of being rebuked from the time they entered a hospital as a RN resulted in fear which ultimately leads to insecurity and clinical errors. The move from their comfort zone to a much higher and professional work environment can be very difficult to overcome, unless he/she is a positive thinker and has immense self-belief. As Duchscher (2008) wrote; “Transition shock emerged as the experience of moving from the known role of a student to the relatively less familiar role of professionally practicing.” (P.1105)
“While nursing graduates anticipated that some adjustments to their professional work situation would be necessary” (P.1105), they were still not ready to challenge a more demanding professional life for fear of failure. This is where these RNs make the mistake. According to Duchscher, prior to the transition, RNs never doubted that their choice of career and the investment of the years of study that this required would be affirmedthrough a positive work experience:
a welcoming collegial environment, a moderately challenging but easily achievableextension to the roles and responsibilities to which they hadgrown accustomed, the thrill of actualizing the professionalrole to which they had earned the title, and the fulfillment ofbeing recognized for the knowledge they had acquired and thecommitment they had made to caring for others.” (P.1105)
The way forward with the transition theory should start with an induction or orientation program. The induction program will serve to ease nerves and fear of the unknown. Almost every organization has an induction program today; as it allows each and every member of the organization get to know each other. This is followed by a training program where the new members to the hospital are assisted in understanding the various roles that they have to perform during their life in that hospital. The advantage of having such training in a professional environment can again ease nerves and instill confidence in these nursing graduates. It also allows the helps the trainers to assess each participant individually to understand their strengths and weaknesses. Once this is complete, the trainees can be made to perform various tasks first in groups, and then individually, thereby making them confident. The trainers will also motivate the nursing graduates by showering accolades and urging them on. There is no doubt that the physical level of individual involvement will increase multifold as, as an RN, one has to perform his/her duties in a highly demanding and challenging environment. The pleasure to take on more responsible work should come within oneself. To make here are no shortcuts. According to Duchscher, “during the transition period, one has to make personal and professional adjustments which can go on through the first 1–4 monthspost-orientation” (P.1105). This helps the graduate nurse immensely as he/she knows that there is professional support available at all times during their transition period. It is during this period that I worked with one patient during the day and 2 patients during the night. While I started hesitantly initially, the more time I spent on work, my confidence level grew and with the constant encouragement from my preceptor, the four months of my time in transition went off very well. During this period, I handled one patient during the day and 2 patients during the night.This period was a very informative period of my transition life. I had a senior qualified nurse to guide and teach me through the expected routines, roles and responsibilities that I would have to handle on my own one day. The transition has been smooth and now; with the experience I’ve gained, I work on the stroke floor 4C where I take over all of the patients; 4 patients during the day and the 7 patients during the night.
Changes are imperative and the best way forward to a smooth transition is by involving all the people involved in the functioning of the organization to come together for a common cause. This exercise can help remove all possible doubts and inhibitions some or all have to this change and make the transition successful.As Edgington and Bruce (2006) said, “employees feel good when they know that their organizational culture matches their likes and beliefs.”
Every organization has a goal, and the management and its workers share a common goal and work to achieve it with mutual respect and cooperation. There is a perceived change in how Human Resource Management (HRM) works today. Employee participation programs, said Farnham (1993), are designed to improve workplace policies and develop effective operational changes advantageous to both management and workers. Such programs bring employees together to work as a team, and together, the team contributes their share to the growth of the organization. Employee involvement is the encouragement of employees to participate in multiple tasks leading to better performance and continued interest in work. Both these lead to better performance and enhanced production (P.162-171)
References:
Duchscher J.B. (2009) Transition shock: the initial stage of role adaptation for newly graduated Registered Nurses. Journal of Advanced Nursing 65(5), 1103–1113.doi: 10.1111/j.1365-2648.2008.04898.x
Edgington, R and Bruce, G, (2006), Organizational Culture: Preferences and Realities, Journal, GMAC ® Research Reports • RR-06-11, retrieved April 7, 2011, from http://www.gmac.com/NR/rdonlyres/3F9DD227-EE55-4148-B294-F5C47CCE03AE/0/RR0611_OrganizationalCulture.pdf
Farnham A, D. (1993). Employee Relations, Exeter: Short Run Press. Knowledge and Process Management, 9 (3):162-171.
