Transitioning from Nursing Student to New Graduate Nurse (NGN)

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Transitioning from academic nursing student to Registered Nurse/New Graduate Nurse (NGN) within the healthcare environment is a challenging task for many NGNs. They may encounter a number of challenges, such as the following: transition shock, professional isolation, lack of clinical experience, stress, lack of a support network and cultural incompetence. At the end, this essay will discuss the rationale for developing my two most important goals for the next twelve months. I presume the role transition from academic nursing student to Graduate Nurse will be challenging and rewarding. In their findings, the researchers Doody, Tuohy & Deasy (2012) stated that for a successful transition NGNs need to be competent in a range of domains: interpersonal skills, managing workloads, providing health information, communication, and prioritising care delivery. Although I believe I am competent in the above specified areas, I am still not confident that I would get sufficient support in the hospital environment in terms of knowledge sharing, moral support and being given constructive feedback. Constructive criticism increases confidence in the work role and reduces stress in an individual (Doody, Tuohy & Deasy, 2012). In my previous professional placements I have been able to demonstrate my competency to work in the healthcare environment. I have received positive feedback from placement educators, buddy nurses and patients. Despite being competent in a range of the above areas NGNs may still face transition shock. Transition shock or reality shock in the NGN is the stress faced whilst moving from the university study phase to hospital based professional practice (Kramer, Brewer & Maguire, 2013). The NGN faces various challenging t... ... middle of paper ... ...0.002 McKenzie, D. C. (2012). Respiratory physiology: Adaptations to high-level exercise. British Journal of Sports Medicine, 46(6), 381. doi:10.1136/bjsports-2011-090824 Papastergiadis, N. (2012). Seeing through multicultural perspectives. Identities, 19(4), 398. doi:10.1080/1070289X.2012.718714 Steven, D. K. (2014). Diabetes education. Innovait, 7(3), 168-173. doi:10.1177/1755738013520309 Theisen, J. L., & Sandau, K. E. (2013). Competency of new graduate nurses: A review of their weaknesses and strategies for success. Journal of Continuing Education in Nursing, 44(9), 406. doi:10.3928/00220124-20130617-38 Torpy, J. M. (2011). Diabetes. Jama, 305(24), 2592. Wang, Z., Hoy, W. E., & Si, D. (2010). Incidence of type 2 diabetes in aboriginal australians: An 11-year prospective cohort study. BMC Public Health, 10(1), 487-487. doi:10.1186/1471-2458-10-487

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