INTO PROFESSIONAL PRACTICE
Every profession entails a certain degree of competence, expertise and professionalism for a professional to cope with and attain in order for this professional to be considered “competent” and “professional” in the practice of his profession. This level of competence and professionalism may be associated or correlated to the professional’s academic preparation, years of professional experience and degree of technical competence and expertise in carrying out skills necessary in the practice of the profession. In the nursing profession, the levels of competence and professional expertise can be summarized sequentially in the following stages: novice, advanced beginner, competent, proficient, and expert (Benner, 1984).
On the academic preparation, one is required to undergo two to four years of formal nursing education for one to be granted a degree in Nursing. In the United States and Canada, the length of study varies on the type of degree one is pursuing (i.e., two years for practical nursing and associate degree in nursing, four years for bachelor’s degree in nursing). Upon completion and attainment of a collegiate degree in Nursing, one has to take up and pass professional examinations for him to be granted a license to practice his profession.
One of the most challenging tasks in the career of a newly graduate of Baccalaureate degree in Nursing (BSN) is the transition to having this degree to being a Registered Nurse (RN) may be considered a challenging phase in a nurse’s professional life. As in most professions, novice in the field of nursing are often met with various challenges as they enter into their professional nursing career. Various studies have documented the challenges that novices encounter as they transition into their practice. These challenges include: personal factors (i.e., psychological preparation and self-esteem); time constraints (i.e. work overload, tight scheduling); work complexity; high safety risk for patients; and, sense of belongingness (i.e. relationship with co RNs and supervisors) (Hodges, 2008; Scott et al., 2008; Winter-Collins &
McDaniel, 2000). The ineptness of the novice nurse to cope efficiently with the aforesaid challenges may consequently predispose him to work dissatisfaction and subsequently resignation from work.
The turnover rate of nurses has significantly caused an alarm in the profession, thus various recommendations have been raised by nursing organizations (i.e. American Nurses Association) and scholars to address the issues encompassing job dissatisfaction most specifically experienced by novice in the nursing profession.
Various studies have reported the factors that may essentially prepare nurses transitioning from being BSN graduates to RNs and thus may potentially reduce the possibility of job dissatisfaction as they progress on Benner’s level of clinical competence. These factors are said to increase the comfort and facilitate smooth transition of new graduates into their professional nursing practice.
Saarmann et al. (1992) reported that the academic preparation (i.e., exposure to faculty) one has undergone plays a pivotal role in developing his critical thinking and professional values – factors which are essential to develop competence and professionalism among novice nurses. Further, upon into their professional practice, the nurse’s orientation to the profession’s culture and actual working milieu also has an essential role in better preparing these nurses. On the study of Scott et al. (2008) the findings indicate that orientation programs are essential to the satisfaction and job retention of newly graduate nurses. Mentorship (i.e., role of preceptors) also has an important role in preparing and socializing novice nurses into their professional practice. Godinez et al. (1999) documented that the initial transition of novice nurse to the role of being RNs was an interactive and dynamic process that transpired between the nurse and his preceptor. Further, positive mentorship and leadership skills development as facilitated by the preceptor, and interpersonal dynamics between the nurse and his coworkers and supervisors affected the process of the role transition (Hamilton, 1989).
In summary, the academic preparation; development of core competencies, professional values and Benner’s level of clinical competence-oriented curriculum; provision of an effective and efficient orientation and mentorship programs; and, maintenance of a psychologically and professionally nurturing and supportive working milieu to novice nurses, are all essential factors to better prepare these nurses on their transition and socialization into their professional clinical practice – an experience that is not only critical to the job retention and satisfaction of these nurses, however on the preservation of the nursing profession as a whole.
On personal note, I plan to better prepare myself academically, acquire technical and leadership skills and undergo orientation and mentorship programs, and develop a good working relationship with my coworkers and supervisors as I progress on the Benner’s level of clinical competence. Further, I will hone my nursing skills (i.e. technical and interpersonal skills) further during my academic preparation so I can further develop my confidence in carrying out these skills and in dealing with my patients in the near future. Being involved in nursing organizations can also broaden my perspective in the nursing profession and will subsequently give me insights on the trends and issues encompassing the practice of the said profession. Through these, I can facilitate a comfortable and efficient transition in my career from being a new graduate to my practice of professional nursing.
References
Benner, P. (1984). From novice to expert: Excellence and power in clinical nursing practice.
Menlo Park: Addison-Wesley, pp. 13-34.
Godinez, G., Schweiger, J., Gruver, J., & Ryan, P. (1999). Role transition from graduate to staff
nurse: A qualitative analysis. Journal for Nurses in Professional Development, 15(3), 97-110.
Hamilton, E. M., Murray, M. K., Lindholm, L. H., & Myers, R. E. (1989). Effects of mentoring
on job satisfaction, leadership behaviors, and job retention of new graduate nurses. Journal for Nurses in Professional Development, 5(4), 159-165
Hodges, F., Keeley, A. C., & Troyan, P. J. (2008). Professional resilience in baccalaureate-
prepared acute care nurses: First steps. Nursing Education Perspectives, 29(2), 80-89.
Saarmann, L., Freitas, L., Rapps, J., & Riegel, B. (1992). The relationship of education to
critical thinking ability and values among nurses: Socialization into professional nursing. Journal of professional Nursing, 8(1), 26-34.
Scott, E. S., Keehner Engelke, M., & Swanson, M. (2008). New graduate nurse transitioning:
necessary or nice?. Applied Nursing Research, 21(2), 75-83.
Winter-Collins, A., & McDaniel, A. M. (2000). Sense of belonging and new graduate job
satisfaction. Journal for Nurses in Professional Development,16(3), 103-111.
