New graduates during their course of the transition, have the inability to ace accurate decisions, are unable to rightfully understand their choices and everything seems to be complex. During the transition phase, the nurses understand the theoretical concepts learned can practically being applied and it can be challenging situation and a complete reality shock (Ankers, 2018). The most common dilemma when approaching the patients, during their transition phase is to overcome the fear of not hurting another human or taking inaccurate decisions that could lead to consequences. Graduate nurses also undergo feeling insecure, are unsure of their goals, capabilities and can take decisions which can be irrational or even taken in haste. It can lead to a multitude of issues. The graduate nurses can feel insecure and demotivated, if not trained properly, mentored, and do not have a supportive environment.
During the transition from the student nurse to the graduate, the graduate nurses are challenged with accurate decision making skills. The graduate nurse during the transition phase has to focus on swift decision-making skills and focus on providing quality care to the patients. Dwyer (2018) mentions by taking “decision making skills”, graduate nurse are accountable and responsible for their professional duties and nurses can provide better quality care. The first strategy, is to overcome the common issue by aiding in the extensive staff training, focus on the key development, improve professional relationships, and even would need an extensive level of support to take swift decisions. The graduate nurses have to focus on improving their problem-solving skills. The second strategy would be, to open communication, attain good administrations skills, and take timely assistance from the senior experienced nurses. The strategy is to provide on-the-job swift decisions skills that can improve the deteriorating patient health and can prepare for the future role. Ankers (2018) states that the graduate nurses during their transition phase should be open about their thoughts, perceptions and should accept changes, working environment, and be more adaptive.
The Nurses Act asserts that the student nurse is the “individuals who have been enrolled in the approved nursing education program’’ (Silvestre, 2018). Student nurses that are enrolled in a program of nursing care under the framework of the university faculty, can undertake and perform tasks, understand their duties, and can work simultaneously (practical on the job training) as a part of the course of study. The graduate nurses while practicing and acquiring knowledge have to understand the conditions, prevailing limitations, and overcome restrictions that can be imposed by the educational institution. Murray (2018) has mentioned that the role of the student nurses within the defined clinical settings is to undergo aegis of a deemed university, on the contrary, when becoming registered nurses (RNs) they shall remain responsible for the overall care and aim to provide proper assistance to the clients. But registered nurses have practical experiences and are experienced to provide quality care to the patient. Silvestre (2018) states in his literature, that the graduate nurses have to be assisted, supervised, mentored, and be guided by the clinical instructor who would be responsible when making them understand assigned nursing tasks and supervise the graduate student. In comparison, the Registered Nurses though are available to guide the graduate nurses and clinical instructor but can act as a catalyst for the better decisions making skills, provide assistance in approaching the assigned activities, and ways to overcome the dilemma of taking accurate decisions. Graduate nurses, during the initial phases, are not regulated, but when employed within the healthcare team they are considered to be unregulated care providers. As the registered nurses, have extensive detailed work experiences in a clinical setting and are also actively involved in providing care to patients, by understanding the working environment codes, and standard ethical practices in the healthcare environments, the registered nurses can guide graduate nurse to prepare for the future professional role. Registered nurses when working with graduate nurses can provide duties such as assigning, delegating, and teach the unregulated nurses for better care and having better decision-making abilities.
Nurses are welcome on social media, but they have to abide by certain codes and conduct when connecting, sharing information, and exchanging viewpoints. For example, while the nurses can share their photos and other minute personal details, but the information such as "part of the healthcare team performing surgery on Mr. ABC XYZ patient", would lead to a breach in the patient confidentiality and the disclosure of the sensitive information. It is highly recommended for the nurses while they can use the variety of social media programs for their growth perspectives in personal and professional goals. Nurses while working in the healthcare organization can come across the “private” or “sensitive” information related to the workplace or about the daily routines personal lives, but what nurses can share and what not to share, can lead to a conflict of interests and breach of duties. Wang (2019) states that the nurses can connect with the colleagues, share their information about the new techniques, practices, and even can actively involve in advanced health, be it for the betterment of personal means or grow professionally. Due to the exponential use of social media, the nurses can connect globally, but the issue always remains what can be shared and what not, should be trained, guided, and documented in the healthcare organization polices. The line of the proper use or using it inappropriately has to be approached with the ethical code of conduct and be supported with the subtle training and advancement through the studies. Moorley (2019) mentions that nurses can explore the social media from the future point of view, as they can learn new techniques, improve their knowledge and skills set, but at no point, can discuss any information that can be privy for the healthcare organization business information or any information about the patient, without seeking consent or approval.
Ankers, M. D., Barton, C. A., & Parry, Y. K. (2018). A phenomenological exploration of graduate nurse transition to professional practice within a transition to practice program. Collegian, 25(3), 319-325.
Dwyer, P. A., & Revell, S. M. H. (2016). Multilevel influences on new graduate nurse transition: A literature review. Journal for Nurses in Professional Development, 32(3), 112-121.
Moorley, C., & Chinn, T. (2016). Developing nursing leadership in social media. Journal of advanced nursing, 72(3), 514-520.
Murray, M., Sundin, D., & Cope, V. (2018). New graduate registered nurses’ knowledge of patient safety and practice: A literature review. Journal of clinical nursing, 27(1-2), 31-47.
Silvestre, J. H., Ulrich, B. T., Johnson, T., Spector, N., & Blegen, M. A. (2017). A multisite study on a new graduate registered nurse transition to practice program: Return on investment. Nursing Economics, 35(3), 110.
Wang, Z., Wang, S., Zhang, Y., & Jiang, X. (2019). Social media usage and online professionalism among registered nurses: A cross-sectional survey. International Journal of Nursing Studies, 98, 19-26.
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