Fenomenología del sentir de las enfermeras en el contexto profesional de Tenerife (España)

  1. Cristo Manuel Marrero González 1
  2. Alfonso Miguel García Hernández 1
  1. 1 Universidad de La Laguna
    info

    Universidad de La Laguna

    San Cristobal de La Laguna, España

    ROR https://ror.org/01r9z8p25

Revista:
Cultura de los cuidados: Revista de Enfermería y Humanidades

ISSN: 1699-6003

Año de publicación: 2018

Número: 51

Páginas: 11-21

Tipo: Artículo

DOI: 10.14198/CUID.2018.51.02 DIALNET GOOGLE SCHOLAR lock_openRUA editor

Otras publicaciones en: Cultura de los cuidados: Revista de Enfermería y Humanidades

Resumen

Se plantea como objetivo principal en esta investigación, profundizar en las vivencias de la enfermera con respecto a la responsabilidad, la inseguridad, el temor al error y el ambiente laboral dentro del contexto laboral y profesional sanitario de Tenerife. Para ello se ha planteado un estudio fenomenológico hermenéutico tomando una muestra de estudio elegida por conveniencia de la población de enfermeras egresadas entre 2009 y 2014, de las dos escuelas universitarias de enfermería que están presentes en Tenerife. Se establece como categoría principal “sentir”, de la cual surgen las subcategorías “sentir incertidumbre”, “sentir miedo”, “sentir la responsabilidad”, “sentir rabia por el error”, “desgaste emocional”, “sentirse sola” y “sentir no dar una buena atención”. Se establece que la responsabilidad es la mayor vivencia que tienen las enfermeras noveles en Tenerife dentro del contexto laboral y profesional, lo cual conlleva a un desgaste emocional.

Referencias bibliográficas

  • Adler, P. A. (2009). Are We Still Eating Our Young? Myth or Reality. Medsurg nursing: official journal of the Academy of Medical-Surgical Nurses, 18(1), 62.
  • Beecroft, P. C., Kunzman, L., y Krozek, C. (2001). RN internship: Outcomes of a one-year pilot program. Journal of Nursing Administration, 31(12), 575-582. Recuperado de https://doi.org/10.1097/00005110-200112000-00008
  • BoychukDuchscher, J. (2008). A process of becoming: The stages of new nursing graduate professional role transition. The Journal of Continuing Education in Nursing, 39(10), 441. Recuperado de https://doi.org/10.3928/00220124-20081001-03
  • Cañadas de la Fuente, G. A., Fernández Castillo, R. y García Ríos, M. D. C. (2010). Cómo perciben los mayores la labor asistencial de los jóvenes profesionales sanitarios. Gerokomos, 21(1), 17-20. Recuperado de https://doi.org/10.4321/S1134-928X2010000100003
  • Casey, K., Fink, R. R., Krugman, A. M., y Propst, F. J. (2004). The graduate nurse experience. Journal of Nursing Administration, 34(6), 303-311. Recuperado de https://doi.org/10.1097/00005110-200406000-00010
  • Cho, J., Laschinger, H. S., y Wong, C. (2006). Workplace empowerment, work engagement and organizational commitment of new graduate nurses. Nursing Leadership-Academy of Canadian Executive Nurses-, 19(3), 43. Recuperado de https://doi.org/10.12927/cjnl.2006.18368
  • Clark, T., y Holmes, S. (2007). Fit for practice? An exploration of the development of newly qualified nurses using focus groups. International journal of nursing studies, 44(7), 1210-1220. Recuperado de https://doi.org/10.1016/j.ijnurstu.2006.05.010
  • Clark, C. M. y Springer, P. J. (2012). Nurse residents' first-hand accounts on transition to practice. Nursing outlook, 60(4), e2-e8. Recuperado de https://doi.org/10.1016/j.outlook.2011.08.003
  • Collado, E. F. (2006). Grupo de discusión: vivencias y expectativas de las enfermeras recién graduadas antes de la incorporación al mundo laboral. Parte II. Rev. Educare21, 9(30).
  • Collado, E. F. (2007). Fenomenología y estudio de casos: la enfermera novel o incipiente. Vivencias de su primer trabajo en el mundo de la práctica profesional. Parte II. Rev. Educare21, 1(32).
  • D'ambra, A. M., y Andrews, D. R. (2014). Incivility, retention and new graduate nurses: an integrated review of the literature. Journal of nursing management, 22(6), 735-742. Recuperado de https://doi.org/10.1111/jonm.12060
  • Delaney, C. (2003). Walking a fine line: Graduate nurses' transition experiences during orientation. The Journal of nursing education, 42(10), 437.
  • Dyess, S. M., y Sherman, R. O. (2009). The first year of practice New graduate nurses' transition and learning needs. Journal of Continuing Education in Nursing, 40(9), 403. Recuperado de https://doi.org/10.3928/00220124-20090824-03
  • Ferrer Caro, F. (2001). Estrés en profesionales de enfermería de nueva incorporación. Revista Rol de Enfermería, 24(3), 177-180.
  • Ferri, P. (2006). El periodo de transición de estudiante a enfermero en el primer empleo. ÀGORA D'INFERMERIA, 10, 1020-1025.
  • Freeling, M., y Parker, S. (2015). Exploring experienced nurses' attitudes, views and expectations of new graduate nurses: A critical review. Nurse education today, 35(2), e42-e49. Recuperado de https://doi.org/10.1016/j.nedt.2014.11.011
  • Halfer, D., y Graf, E. (2006). Graduate nurse perceptions of the work experience. Nursing Economics, 24(3), 150.
  • Higgins, G., Spencer, R. L. y Kane, R. (2010). A systematic review of the experiences and perceptions of the newly qualified nurse in the United Kingdom. Nurse Education Today, 30(6), 499-508. Recuperado de https://doi.org/10.1016/j.nedt.2009.10.017
  • Jewell, A. (2013). Supporting the novice nurse to fly: A literature review. Nurse education in practice 13(4), 323-327. Recuperado de https://doi.org/10.1016/j.nepr.2013.04.006
  • Kelly, B. (1996). Hospital nursing: It's a battle!' A follow‐up study of English graduate nurses. Journal of Advanced Nursing, 24(5), 1063-1069. Recuperado de https://doi.org/10.1111/j.1365-2648.1996.tb02944.x
  • Lleixá Fortuño, M., Gisbert Cervera, M., Marqués Molias, L., Albacar Riobóo, N. y Monteso Curto, P. (2010). ¿Qué piensan los futuros profesionales de enfermería sobre la inserción laboral? Metas De Enfermería, 13(6), 56-60.
  • Lleixá Fortuño M, Gisbert Cervera M, Marques Molias L, Albacar Rioboo N, Monteso Curto P y Ferre Grau C. (2010). Experiencia de inserción laboral de los profesionales de Enfermería noveles. Metas de Enfermería, 13(4), 64-69.
  • McKenna, L. G., y Green, C. (2004). Experiences and learning during a graduate nurse program an examination using a focus group approach. Nurse Education in Practice, 4(4), 258. Recuperado de https://doi.org/10.1016/j.nepr.2004.01.004
  • Mooney, M. (2007). Facing registration: the expectations and the unexpected. Nurse education today, 27(8), 840-847. Recuperado de https://doi.org/10.1016/j.nedt.2006.11.003
  • O'Shea, M. y Kelly, B. (2007). The lived experiences of newly qualified nurses on clinical placement during the first six months following registration in the Republic of Ireland. Journal of Clinical Nursing, 16(8), 1534-1542. Recuperado de https://doi.org/10.1111/j.1365-2702.2006.01794.x
  • Pera i Fàbregas, I. (1998). La solitud del debutant. Infermeria de Barcelona, 14 (2).
  • Robinson, N. K., y Patrick, G. J. (2012). Eating Our Young Should Not Be Acceptable: Are You Laterally Violent? Journal of Obstetric, Gynecologic, & Neonatal Nursing, 41(s1), S82-S82. Recuperado de https://doi.org/10.1111/j.1552-6909.2012.01361_39.x
  • Takase, M., Nakayoshi, Y., y Teraoka, S. (2012). Graduate nurses’ perceptions of mismatches between themselves and their jobs and association with intent to leave employment: a longitudinal survey. International journal of nursing studies, 49(12), 1521-1530. Recuperado de https://doi.org/10.1016/j.ijnurstu.2012.08.003
  • Tena García, B. y Feito Álvarez, I. (2008). Experiencia de una joven enfermera ante su primer contrato laboral. Metas de Enfermería, 11(5): 76-77.
  • Valdez, A. M. (2008). Transitioning from novice to competent: what can we learn from the literature about graduate nurses in the emergency setting? Journal of Emergency Nursing, 34(5), 435-440. Recuperado de https://doi.org/10.1016/j.jen.2007.07.008
  • Vogelpohl, D. A., Rice, S. K., Edwards, M. E. y Bork, C. E. (2013). New graduate nurses' perception of the workplace: have they experienced bullying? Journal of Professional Nursing, 29(6), 414-422. Recuperado de https://doi.org/10.1016/j.profnurs.2012.10.008
  • Walker, A., Earl, C., Costa, B., y Cuddihy, L. (2013). Graduate nurses' transition and integration into the workplace: A qualitative comparison of graduate nurses' and Nurse Unit Managers' perspectives. Nurse education today, 33(3), 291-296. Recuperado de https://doi.org/10.1016/j.nedt.2012.06.005
  • Wangensteen, S., Johansson, I. S., y Nordström, G. (2008). The first year as a graduate nurse–an experience of growth and development. Journal of Clinical Nursing, 17(14), 1877-1885. Recuperado de https://doi.org/10.1111/j.1365-2702.2007.02229.xAdler, P. A. (2009). Are We Still Eating Our Young? Myth or Reality. Medsurg nursing: official journal of the Academy of Medical-Surgical Nurses, 18(1), 62.
  • Beecroft, P. C., Kunzman, L., y Krozek, C. (2001). RN internship: Outcomes of a one-year pilot program. Journal of Nursing Administration, 31(12), 575-582. Recuperado de https://doi.org/10.1097/00005110-200112000-00008
  • BoychukDuchscher, J. (2008). A process of becoming: The stages of new nursing graduate professional role transition. The Journal of Continuing Education in Nursing, 39(10), 441. Recuperado de https://doi.org/10.3928/00220124-20081001-03
  • Cañadas de la Fuente, G. A., Fernández Castillo, R. y García Ríos, M. D. C. (2010). Cómo perciben los mayores la labor asistencial de los jóvenes profesionales sanitarios. Gerokomos, 21(1), 17-20. Recuperado de https://doi.org/10.4321/S1134-928X2010000100003
  • Casey, K., Fink, R. R., Krugman, A. M., y Propst, F. J. (2004). The graduate nurse experience. Journal of Nursing Administration, 34(6), 303-311. Recuperado de https://doi.org/10.1097/00005110-200406000-00010
  • Cho, J., Laschinger, H. S., y Wong, C. (2006). Workplace empowerment, work engagement and organizational commitment of new graduate nurses. Nursing Leadership-Academy of Canadian Executive Nurses-, 19(3), 43. Recuperado de https://doi.org/10.12927/cjnl.2006.18368
  • Clark, T., y Holmes, S. (2007). Fit for practice? An exploration of the development of newly qualified nurses using focus groups. International journal of nursing studies, 44(7), 1210-1220. Recuperado de https://doi.org/10.1016/j.ijnurstu.2006.05.010
  • Clark, C. M. y Springer, P. J. (2012). Nurse residents' first-hand accounts on transition to practice. Nursing outlook, 60(4), e2-e8. Recuperado de https://doi.org/10.1016/j.outlook.2011.08.003
  • Collado, E. F. (2006). Grupo de discusión: vivencias y expectativas de las enfermeras recién graduadas antes de la incorporación al mundo laboral. Parte II. Rev. Educare21, 9(30).
  • Collado, E. F. (2007). Fenomenología y estudio de casos: la enfermera novel o incipiente. Vivencias de su primer trabajo en el mundo de la práctica profesional. Parte II. Rev. Educare21, 1(32).
  • D'ambra, A. M., y Andrews, D. R. (2014). Incivility, retention and new graduate nurses: an integrated review of the literature. Journal of nursing management, 22(6), 735-742. Recuperado de https://doi.org/10.1111/jonm.12060
  • Delaney, C. (2003). Walking a fine line: Graduate nurses' transition experiences during orientation. The Journal of nursing education, 42(10), 437.
  • Dyess, S. M., y Sherman, R. O. (2009). The first year of practice New graduate nurses' transition and learning needs. Journal of Continuing Education in Nursing, 40(9), 403. Recuperado de https://doi.org/10.3928/00220124-20090824-03
  • Ferrer Caro, F. (2001). Estrés en profesionales de enfermería de nueva incorporación. Revista Rol de Enfermería, 24(3), 177-180.
  • Ferri, P. (2006). El periodo de transición de estudiante a enfermero en el primer empleo. ÀGORA D'INFERMERIA, 10, 1020-1025.
  • Freeling, M., y Parker, S. (2015). Exploring experienced nurses' attitudes, views and expectations of new graduate nurses: A critical review. Nurse education today, 35(2), e42-e49. Recuperado de https://doi.org/10.1016/j.nedt.2014.11.011
  • Halfer, D., y Graf, E. (2006). Graduate nurse perceptions of the work experience. Nursing Economics, 24(3), 150.
  • Higgins, G., Spencer, R. L. y Kane, R. (2010). A systematic review of the experiences and perceptions of the newly qualified nurse in the United Kingdom. Nurse Education Today, 30(6), 499-508. Recuperado de https://doi.org/10.1016/j.nedt.2009.10.017
  • Jewell, A. (2013). Supporting the novice nurse to fly: A literature review. Nurse education in practice 13(4), 323-327. Recuperado de https://doi.org/10.1016/j.nepr.2013.04.006
  • Kelly, B. (1996). Hospital nursing: It's a battle!' A follow‐up study of English graduate nurses. Journal of Advanced Nursing, 24(5), 1063-1069. Recuperado de https://doi.org/10.1111/j.1365-2648.1996.tb02944.x
  • Lleixá Fortuño, M., Gisbert Cervera, M., Marqués Molias, L., Albacar Riobóo, N. y Monteso Curto, P. (2010). ¿Qué piensan los futuros profesionales de enfermería sobre la inserción laboral? Metas De Enfermería, 13(6), 56-60.
  • Lleixá Fortuño M, Gisbert Cervera M, Marques Molias L, Albacar Rioboo N, Monteso Curto P y Ferre Grau C. (2010). Experiencia de inserción laboral de los profesionales de Enfermería noveles. Metas de Enfermería, 13(4), 64-69.
  • McKenna, L. G., y Green, C. (2004). Experiences and learning during a graduate nurse program an examination using a focus group approach. Nurse Education in Practice, 4(4), 258. Recuperado de https://doi.org/10.1016/j.nepr.2004.01.004
  • Mooney, M. (2007). Facing registration: the expectations and the unexpected. Nurse education today, 27(8), 840-847. Recuperado de https://doi.org/10.1016/j.nedt.2006.11.003
  • O'Shea, M. y Kelly, B. (2007). The lived experiences of newly qualified nurses on clinical placement during the first six months following registration in the Republic of Ireland. Journal of Clinical Nursing, 16(8), 1534-1542. Recuperado de https://doi.org/10.1111/j.1365-2702.2006.01794.x
  • Pera i Fàbregas, I. (1998). La solitud del debutant. Infermeria de Barcelona, 14 (2).
  • Robinson, N. K., y Patrick, G. J. (2012). Eating Our Young Should Not Be Acceptable: Are You Laterally Violent? Journal of Obstetric, Gynecologic, & Neonatal Nursing, 41(s1), S82-S82. Recuperado de https://doi.org/10.1111/j.1552-6909.2012.01361_39.x
  • Takase, M., Nakayoshi, Y., y Teraoka, S. (2012). Graduate nurses’ perceptions of mismatches between themselves and their jobs and association with intent to leave employment: a longitudinal survey. International journal of nursing studies, 49(12), 1521-1530. Recuperado de https://doi.org/10.1016/j.ijnurstu.2012.08.003
  • Tena García, B. y Feito Álvarez, I. (2008). Experiencia de una joven enfermera ante su primer contrato laboral. Metas de Enfermería, 11(5): 76-77.
  • Valdez, A. M. (2008). Transitioning from novice to competent: what can we learn from the literature about graduate nurses in the emergency setting? Journal of Emergency Nursing, 34(5), 435-440. Recuperado de https://doi.org/10.1016/j.jen.2007.07.008
  • Vogelpohl, D. A., Rice, S. K., Edwards, M. E. y Bork, C. E. (2013). New graduate nurses' perception of the workplace: have they experienced bullying? Journal of Professional Nursing, 29(6), 414-422. Recuperado de https://doi.org/10.1016/j.profnurs.2012.10.008
  • Walker, A., Earl, C., Costa, B., y Cuddihy, L. (2013). Graduate nurses' transition and integration into the workplace: A qualitative comparison of graduate nurses' and Nurse Unit Managers' perspectives. Nurse education today, 33(3), 291-296. Recuperado de https://doi.org/10.1016/j.nedt.2012.06.005
  • Wangensteen, S., Johansson, I. S., y Nordström, G. (2008). The first year as a graduate nurse–an experience of growth and development. Journal of Clinical Nursing, 17(14), 1877-1885. Recuperado de https://doi.org/10.1111/j.1365-2702.2007.02229.x