Be addressed by the student as has its share of problems, implications and the complication to practice. When a student nurse is practicing nurse during the first year of the contemporary transitional factors, then the nurse, then the new graduate nurse transition and learns the on the job stressful needs, serve in the community-based transition program (Ferri, et al, 2016). Ganesan, et al (2016) continuing education needs they are obligated with meeting of these needs. Jensen (2018) has mentioned the factors like staff training and development, further assessing the professional relationships, perceived level of support, placing the professional accountability, and having a commitment, welfare services, along with facing the nursing staff shortage can lead to the nurses' preparation for transition roles (Gurney, 2018). Leso (2020) has mentioned the Theory-to-practice gaps, placing caring needs to the complex patients who are experiencing multiple comorbidities, and time management is some of the factors to face.
A new graduate nurse has to transition and has to experience the new workload, lack of knowledge, pressure during the communication, expectation, facing the problem of the change of role, working atmosphere, includes the transit problem, facing the extensive support and a blame/complaint culture are the some of the areas which the student nurse can face as a challenge to encounter during the transitional period. Li, et al (2018) has mentioned that the new graduate nurse, apart from learning the on the job learning skills, also have to face the extensive workload, have to undergo the training of the lack of knowledge, communication, facing the problem of the expectation, changing role, working atmosphere, issues during the support and a blame/complaint culture along with the obligation of facing the challenges that can be faced during g the transitional period.
McElvenny (2018) has mentioned that the nurses also have to face the problem of adapting a new change of identity, roles, and responsibilities along with experiencing the new environment. Leso (2020) also has mentioned how the problem and the challenges in a protected environment which can be supervised by the teachers in the regular environment, while facing the conflicts, workloads and the stressful eminent in the on the job training programs. The student also has to transition from one environment process to the.
Transitional factor and such as the facing the stressful working environment along with expiring the inadequate support from staff and even from the human resource management are the some of the factors, which further causes the problem of the trigger resignation (Seixas, 2020). Cherrie et al (2018) has mentioned that the nurses also have to experience the problem of the relationships being faced with the colleagues, and subsequently facing the problem from the team are the same factors, which can help to understand how there can be extensive support from the colleagues which can further lead to the adaptation to a new role. It is also important to experience, how one can adapt, feel with the new roles, and even can further frustrate the others that can cause problems to adapt and learn.
Jensen (2018) has mentioned how it is also important to understand while transition, the student nurse also learns how to communicate with the patients, understand how to handle the multi-disciplinary team coordination, and obligating the duties as outlined in the quality of the nurses as the proper care. Vetter et al, (2020) has mentioned the problem of feeling frustrated and having a set of failed expectations can also experience the problem of meeting their own or others’ expectations. Li, et al (2018) has mentioned the transition period, the nurses also have to experience the problem of the lack of sufficient knowledge, skills, and also how to overcome the gap, problem to face the increase job satisfaction, confidence in caring for a patient and even obligating with the stress. McElvenny et al (2018) the nurse can work over the roles of the workload, having a conducive working environment, and developing relationships with confidence and communication.
Cherrie, J. W., Crawford, J. O., Davis, A., Dixon, K., Alexander, C., Cowie, H., & McElvenny, D. M. (2018). A review of the impact of shift-work on cancer: summary of the evidence for practitioners. Policy and Practice in Health and Safety, 16(1), 145-151.
Ferri, P., Guadi, M., Marcheselli, L., Balduzzi, S., Magnani, D., & Di Lorenzo, R. (2016). The impact of shift work on the psychological and physical health of nurses in a general hospital: a comparison between rotating night shifts and day shifts. Risk management and healthcare policy, 9, 203.
Ganesan, S., Magee, M., Stone, J. E., Mulhall, M. D., Collins, A., Howard, M. E., ... & Sletten, T. L. (2019). The impact of shift work on sleep, alertness, and performance in healthcare workers. Scientific reports, 9(1), 1-13.
Gurney, D., Gillespie, G. L., McMahon, M. P., & Kolbuk, M. E. (2017). Nursing Code of Ethics: Provisions and Interpretative Statements for Emergency Nurses. Journal of Emergency Nursing, 43(6), 497-503.
Jensen, H. I., Larsen, J. W., & Thomsen, T. D. (2018). The impact of shift work on intensive care nurses’ lives outside work: A cross‐sectional study. Journal of clinical nursing, 27(3-4), e703-e709.
Leso, V., Vetrani, I., Sicignano, A., Romano, R., & Iavicoli, I. (2020). The Impact of Shift-Work and Night Shift-Work on Thyroid: A Systematic Review. International Journal of Environmental Research and Public Health, 17(5), 1527.
Li, J., Bidlingmaier, M., Petru, R., Gil, F. P., Loerbroks, A., & Angerer, P. (2018). Impact of shift work on the diurnal cortisol rhythm: a one-year longitudinal study in junior physicians. Journal of occupational medicine and toxicology, 13(1), 23.
McElvenny, D. M., Crawford, J. O., Davis, A., Dixon, K., Alexander, C., Cowie, H., & Cherrie, J. W. (2018). A review of the impact of shift-work on occupational cancer: part 1–epidemiological research. Policy and Practice in Health and Safety, 16(1), 71-108.
Seixas, A., Ferreira, T., Silva, M. V., & Rodrigues, M. A. (2018). The impact of shift work on burnout syndrome, depression, anxiety and stress: A case study in the metalworking industry. International Journal of Occupational and Environmental Safety, 2(1), 1-8.
Shanafelt, T. D., Balch, C. M., Bechamps, G. J., Shanafelt, T., Bechamps, G., Boone, S., ... & Tilburt, J. C. (2019). 79 Shiftwork and Health. Cambridge Handbook of Psychology, Health and Medicine, 11, 357.
Vetter, C., Devore, E. E., Wegrzyn, L. R., Massa, J., Speizer, F. E., Kawachi, I., ... & Schernhammer, E. S. (2016). Association between rotating night shift work and risk of coronary heart disease among women. Jama, 315(16), 1726-1734.
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