Fact or Fiction?: Busting the Myths Surrounding New Graduate RN Transition

Patrick, Linda J.

Tuesday, 1 November 2011: 9:10 AM

Linda J. Patrick, RN, BScN, MA, MSc, PhD¹
Kathryn A. Pfaff, RN, MSc¹
Jennifer N. Parent, RN, MN²
Judy A. K. Bornais, RN, BA, BScN, MSc¹
(1)Faculty of Nursing, University of Windsor, Windsor, ON, Canada
(2)Faculty of Nursing, University of WIndsor, Windsor, ON, Canada

Learning Objective 1: The learner will be able to identify a curricular approach for addressing the contemporary issues in new graduate nurse transition to professional practice.

Learning Objective 2: The learner will be able to state the evidence-informed components of a nursing course designed to address the challenges of new graduate transition.

Despite a variety of supportive initiatives, new graduate Registered Nurses (RNs) continue to report significant challenges when making the shift from academia to professional practice. The stressors associated with transition have been widely studied for decades; however, more recent work in this area suggests that new graduate RNs often experience a debilitating period of “transition shock” (Duchscher, 2001). Persistent stress is associated with burnout, a phenomenon known to hamper retention of new graduate RNs. In Canada, burnout can occur within the first two years of practice (Canadian Nurses’ Association, 2006), with a significant number of new graduates leaving nursing positions and/or the profession itself. Successful integration of new graduates into professional practice is imperative for a sustainable nursing workforce, and a safe, effective health care system.

Currently, new RN transition strategies rely primarily on mentoring models that exist at the workplace level. There is emerging recognition of the need for a continuum of transition support that begins earlier, bridging the academic and the employment sectors. Recognizing this need, and using the best evidence, an innovative fourth year level course was designed to ease the transition of BScN candidates in the final semester of their nursing program.

This presentation highlights the development and implementation of a double-weighted fourth year level course that is taken concurrently with clinical preceptorship. Drawing upon the support of community partners, university career development resources, and former students, BScN candidates differentiate between ‘fact’ and ‘fiction’ when exploring current issues in transition, including ethical distress, interprofessional collaboration, and intergenerational conflict. In the self-directed component of the course, students apply evidence-based practice to ‘bust’ a myth related to a contemporary nursing practice topic of interest. Student outcomes and implications for successful transition will be discussed.

See more of: Leadership Development for New Graduates
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