As a student nurse, we are always facilitated for our set duties and responsibilities by our seniors and professors who guide us to take the suitable steps for implementation. From my experience of clinical placements, I think, one challenge that will require mitigation in the transition from student nurse to graduate nurse is the adaptation to the clinical environment with new roles and responsibilities. I plan to manage this issue through the application of two primary strategies, first, the inclusion of effective time management and second, development in the ability to multitask. Time management is a critical responsibility of nurses as they are surrounded by multiple responsibilities in a clinical scenario. Unlike student nurses who work in case-specific and ward specific manner, graduate nurses are responsible to cater to a larger number of patients and with added nursing responsibilities (Wildermuth et al., 2020). Therefore, effective time management is crucial for competent performance as a nurse practitioner. I will work on my time management by pre-planning and organizing my due tasks (Aggar et al., 2017). I will also develop abilities to learn and multi-task with experience to be able to develop skills for management of multiple responsibilities as a graduate nurse in future. I will do this by observing the senior practitioners and acquire knowledge through observation as well as through learning and experience (Gardiner & Sheen. 2017). Therefore, through these management strategies, I think, I will be able to manage the change of roles and responsibilities as a graduate nurse in the transition from student nurse. This will also help in the minimization of stress in transition and help me advance as a capable and competent graduate nurse in the healthcare system.
The roles and responsibilities of a student nurse are different from those of a Graduate RN. The primary difference is in the job duties. A student nurse functions in the clinical setting under the supervision of RN and assists patients in the provision of medication, diet, and orienting the patients to assigned units with the management of their primary needs (Blevins & Millen, 2016). A student nurse also assists in the monitoring of vitals and recording critical observations of patient care. Whereas a graduate RN administers the medications to the patients, assists in IV fluid administration manages the clinical situation and participates in the intervention development and applications through care delivery team assistance (Murray et al., 2019). A student nurse, therefore, can be seen as a learner and a graduate RN as a professional that guides the facilitation and can act as a supervisor for student nurses in a clinical setting. Therefore, a second key difference in the role is of mentoring. A student nurse learns the clinical skills and is mentored whereas, a graduate RN mentors the learners and provides suitable information to facilitate their learning. Mentoring and assessing the performance of the fellow healthcare practitioners is an essential responsibility of the nurse practitioners as per the code of conduct established by the Nursing and Midwifery Board of Australia (Cowin et al., 2019). A graduate RN, therefore, provides critical mentorship that is not under the key responsibility areas of the student nurses. Currently, as a student nurse, my responsibilities lie in assisting my supervisors in the patient care and facilitation where I observe and participate in care under the mentorship of senior nurses, whereas, as a graduate RN, it will be my responsibilities to provide mentorship, design interventions, and facilitate evidence-based care to ensure well being of the patients and promotion of the health.
Aggar, C., Bloomfield, J., Thomas, T. H., & Gordon, C. J. (2017). Australia’s first transition to professional practice in primary care program for graduate registered nurses: A pilot study. BMC Nursing, 16(1), 14. https://link.springer.com/article/10.1186/s12912-017-0207-5
Blevins, S., & Millen, E. A. (2016). Foundation for new graduate nurse success. Medsurg Nursing, 25(3), 194. http://search.proquest.com/openview/ed56df097fd4b99cc66aaa0dd1fdfd9c/1?pq-origsite=gscholar&cbl=30764
Cowin, L. S., Riley, T. K., Heiler, J., & Gregory, L. R. (2019). The relevance of nurses and midwives code of conduct in Australia. International Nursing Review, 66(3), 320-328. https://onlinelibrary.wiley.com/doi/abs/10.1111/inr.12534
Gardiner, I., & Sheen, J. (2016). Graduate nurse experiences of support: A review. Nurse Education Today, 40, 7-12. https://www.sciencedirect.com/science/article/pii/S0260691716000277
Murray, M., Sundin, D., & Cope, V. (2019). New graduate nurses’ understanding and attitudes about patient safety upon transition to practice. Journal of Clinical Nursing, 28(13-14), 2543-2552. https://onlinelibrary.wiley.com/doi/abs/10.1111/jocn.14839
Wildermuth, M. M., Weltin, A., & Simmons, A. (2020). Transition experiences of nurses as students and new graduate nurses in a collaborative nurse residency program. Journal of Professional Nursing, 36(1), 69-75. https://www.sciencedirect.com/science/article/pii/S8755722319300870
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