The lived experience of transitioning to a new graduate registered nurse following a nurse residency program: A phenomenological inquiry
Michele D. Butts, PhD, MSN, Pediatric CCRN-K, CNEcl
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Background: In the past decade, nurse vacancy rates due to turnover increased the pressure for hospitals to orient and train new graduate registered nurses as quickly as possible so they can work independently at the bedside. Research has shown that hospital-based nurse residency programs are beneficial in the recruitment and retention of new graduate registered nurses. A paucity of qualitative research in nursing literature exists that explores the experience of nurses transitioning from students to new graduate registered nurses following a nurse residency program exist in the nursing literature.
Purpose: The purpose of this study was to explore the lived experiences of nurses transitioning from students to registered nurses following a nurse residency program.
Philosophical Underpinnings: A qualitative approach in the tradition of van Manen’s phenomenology was used for this study.
Methods: Purposive and snowball sampling was used to select nurse participants for semi-structured interviews regarding their lived experience of transitioning from student to new graduate registered nurse following a nurse residency program.
Results: The related themes of confidence, preparation, safety, and support transpired as a complete representation of the lived experience of transitioning to a new graduate registered nurse following a nurse residency program. The support they received during their transition prepared them to confidently and safely provide patient care.
Conclusions: This study contributes to the discussion regarding nurse residency programs as the minimum requirement for all new graduate registered nurse entry into practice. Preparation of new graduate registered nurses for clinical practice is imperative for now and for the future generation of nurses.
This dissertation has also been disseminated through the ProQuest Dissertations and Theses database. Dissertation/thesis number: 10115790; ProQuest document ID: 1802533772. The author still retains copyright.
This item has not gone through this repository's peer-review process, but has been accepted by the indicated university or college in partial fulfillment of the requirements for the specified degree.
|Review Type||None: Degree-based Submission|
|Research Approach||Qualitative Research|
|Keywords||New Graduate Registered Nurses;
Transition to Practice
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