La vivencia del paso de estudiante a profesional en enfermeras de Tenerife (España)un estudio fenomenológico

  1. Cristo Manuel Marrero González
  2. Alfonso Miguel García Hernández
ENE Revista de Enfermería

ISSN: 1988-348X

Year of publication: 2017

Issue: 11

Pages: 3

Type: Article

Export: RIS


Aim. Comprehend the experiences of nurses in their transition from student to professional when they start working in health care institutions in Tenerife. Introduction. In the passage from student to professional, the nurses present the so-called reality shock by finding contrasts between the reality of job and the profession´s ideas. This experience implies emotional repercussions. Material and method. Qualitative study with hermeneutic phenomenological approach. The study population are graduated nurses from the University of La Laguna between 2009 and 2014 and who begin to work in sanitary institutions in Tenerife. A sample of n = 20 is taken at random. A semi-structured interview is used as a research tool. Results. The following eight themes were proposed: (1) student-to-professional passing; (2) A stressful experience; (3) make decisions; (4) have previous work experience; (5) lack of preparation for the world of work; (6) clash with reality; (7) collision from the stroke; (8) the reality is different. Conclusions. Participants say they find differences between the ideas they have of their training with the work reality, and even from the race. Workloads or the rotation of services include, in addition to insecurity, the experience of responsibility and lack of preparation as professionals. Relevance to clinical practice. It is necessary for the future to support the new nurses with programs of orientation and tutoring by the institutions for which they work.

Bibliographic References

  • Andersson, N., Cederfjäll, C., Klang, B.. (2005). The novice general nurse's view of working in a paediatric setting: a Swedish experience. Nurse education in practice. 5. 191-197
  • Boychuk Duchscher, J. E., Cowin, L. S.. (2004). The experience of marginalization in new nursing graduates. Nursing Outlook. 52. 289-296
  • Caliskan, A., Ergun, Y. A.. (2012). Examining Job Satisfaction Burnout and Reality Shock Amongst Newly Graduated Nurses. Procedia-Social and Behavioral Sciences. 47. 1392-1397
  • Casey, K., Fink, R. R., Krugman, A. M., Propst, F. J.. (2004). The graduate nurse experience. Journal of Nursing Administration. 34. 303-311
  • Clark, T., Holmes, S.. (2007). Fit for practice?: An exploration of the development of newly qualified nurses using focus groups. International journal of nursing studies. 44. 1210-1220
  • Cowin, L. S., Hengstberger-Sims, C.. (2006). New graduate nurse self-concept and retention: A longitudinal survey. International journal of nursing studies. 43. 59-70
  • Delaney, C.. (2003). Walking a fine line: Graduate nurses' transition experiences during orientation. The Journal of nursing education. 42. 437
  • Duchscher, J. E. B.. (2009). Transition shock: the initial stage of role adaptation for newly graduated Registered Nurses. Journal of advanced nursing. 65. 1103-1113
  • Ellerton, M. L., Gregor, F.. (2003). A study of transition: The new nurse graduate at 3 months. The Journal of Continuing Education in Nursing. 34. 103
  • Higgins, G., Spencer, R. L., Kane, R.. (2010). A systematic review of the experiences and perceptions of the newly qualified nurse in the United Kingdom. Nurse Education Today. 30. 499-508
  • Hoffart, N., Waddell, A., Young, M. B.. (2011). A model of new nurse transition. Journal of Professional Nursing. 27. 334-343
  • Jewell, A.. (2013). Supporting the novice nurse to fly: A literature review. Nurse education in practice.
  • Kramer, M.. (1974). Reality shock: Why nurses leave nursing. Mosby. St. Louis.
  • Leducq, M., Walsh, P., Hinsliff-Smith, K., McGarry, J.. (2012). A key transition for student nurses: The first placement experience. Nurse education today. 32. 779-781
  • McKenna, L. G., Green, C.. (2004). Experiences and learning during a graduate nurse program an examination using a focus group approach. Nurse Education in Practice. 4. 258
  • Morrow, S.. (2009). New graduate transitions: leaving the nest, joining the flight. Journal of Nursing Management. 17. 278-287
  • Newton, J. M., McKenna, L.. (2007). The transitional journey through the graduate year: A focus group study. International journal of nursing studies. 44. 1231-1237
  • Oberg, K.. (2006). Cultural Shock: Adjustment to New Cultural Environments1. Curare. 29.
  • Pennbrant, S., Nilsson, M. S., Öhlén, J., Rudman, A.. (2013). Mastering the professional role as a newly graduated registered nurse. Nurse education today. 33. 739-745
  • Tastan, S., Unver, V., Hatipoglu, S.. (2013). An analysis of the factors affecting the transition period to professional roles for newly graduated nurses in Turkey. International Nursing Review.
  • 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. 435-440