Narraciones pertenecientes a enfermeras egresadas de la Universidad de La Laguna sobre cómo mejorar su incorporación al mundo laboral en Tenerife

  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

More publications in: ENE Revista de Enfermería


Cited by

  • Dialnet Metrics Cited by: 2 (28-05-2023)

Índice Dialnet de Revistas

  • Year 2017
  • Journal Impact: 0.360
  • Field: ENFERMERÍA Quartile: C1 Rank in field: 1/35


Introduction: The beginning´s nurse profession is lived in a hard way. In addition, health institutions hire nurses without enough training or experience. Nurses need an environment where may work in a safe way. Objective: to understand, from the nurse´s view, the improvements that may make to facilitate the job´s incorporation. Material and method: This is a phenomenological hermeneutic qualitative investigation through discourse analysis. The data collection tool is the semi-structured interview. Graduate's nurses between 2009 and 2014 of the University of La Laguna, were taken as study population. These nurses have started to work in health institutions in Tenerife. Results: the established categories are "tutoring"; "adaptation period"; "Working in known units"; "Problems to implant the adaptation period" and "specialization". Discussion and conclusions: It is necessary to find ways to improve the novice nurses' incorporation like the tutoring or the adaptation periods.

Bibliographic References

  • Alfaro-LeFevre, R.. (2009). Pensamiento crítico y juicio clínico en enfermería: un enfoque práctico para un pensamiento centrado en los resultados. 4. Elsevier Masson.
  • Ashcraft, T.. (2004). Recruitment and retention report: New nurses, new beginnings. Nursing Management. 35. 22
  • Benner, P.. (1987). Práctica progresiva en enfermería: Manual de comportamiento profesional. 1. Ediciones Grijalbo. Barcelona.
  • 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
  • Cantrell, M. A., Browne, A. M.. (2005). The impact of a nurse externship program on the transition process from graduate to registered nurse: Part II. Qualitative findings. Journal for Nurses in Professional Development. 21. 249-256
  • Cantrell, M. A., Browne, A. M.. (2006). The impact of a nurse externship program on the transition process from graduate to registered nurse: Part III. Recruitment and retention effects. Journal for Nurses in Professional Development. 22. 11-14
  • 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
  • Cockerham, J., Figueroa-Altmann, A., Eyster, B., Ross, C., Salamy, J.. (2011). Supporting newly hired nurses: A program to increase knowledge and confidence while fostering relationships among the team. Nursing forum. 46. 231-239
  • Cubit, K. A., Ryan, B.. (2011). Tailoring a graduate nurse program to meet the needs of our next generation nurses. Nurse Education Today. 31. 65-71
  • Dyess, S. M., Sherman, R. O.. (2009). The first year of practice New graduate nurses' transition and learning needs. Journal of Continuing Education in Nursing. 40. 403
  • Ebright, P. R., Urden, L., Patterson, E., Chalko, B.. (2004). Themes surrounding novice nurse near-miss and adverse-event situations. Journal of Nursing Administration. 34. 531-538
  • Ferguson, L. M., Day, R. A.. (2007). Challenges for new nurses in evidence-based practice. Journal of Nursing Management. 15. 107-113
  • Ferrer Caro, F.. (2001). Estrés en profesionales de enfermería de nueva incorporación. Revista Rol de Enfermería. 24. 177-180
  • Fitzpatrick, S., Gripshover, J.. (2016). Expert Nurse to Novice Nurse Practitioner: The Journey and How to Improve the Process. The Journal for Nurse Practitioners. 12. 419-421
  • Freeling, M., Parker, S.. (2015). Exploring experienced nurses' attitudes, views and expectations of new graduate nurses: A critical review. Nurse education today. 35. 42-49
  • Hill, L. A., Sawatzky, J. A. V.. (2011). Transitioning into the nurse practitioner role through mentorship. Journal of Professional Nursing. 27. 161-167
  • Johnstone, M. J., Kanitsaki, O., Currie, T.. (2008). The nature and implications of support in graduate nurse transition programs: An Australian study. Journal of Professional Nursing. 24. 46-53
  • Kelly, J, Ahern, K.. (2008). Preparing nurses for practice a phenomenological study of the new graduate in Australia. Journal of Clinical Nursing. 18. 910-918
  • Ketelaar, S. M., Nieuwenhuijsen, K., Frings-Dresen, M. H., Sluiter, J. K.. (2015). Exploring novice nurses' needs regarding their work-related health: a qualitative study. International archives of occupational and environmental health. 88. 953-962
  • Klein, G. S.. (2009). Beyond orientation: Developing and retaining new graduate nurses. Nursing Management. 40. 10-13
  • 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
  • Li, J., Galatsch, M., Siegrist, J., Müller, B. H., Hasselhorn, H. M.. (2011). Reward frustration at work and intention to leave the nursing profession-prospective results from the European longitudinal NEXT study. International journal of nursing studies. 48. 628-635
  • Lleixá Fortuño, M., Gisbert Cervera, M., Marqués Molías, L., Albacar Riobóo, N.. (2009). La inserción laboral de los profesionales de enfermería. Revista Rol de Enfermería. 32. 566-570
  • Lleixá Fortuño, M., Gisbert Cervera, M., Marqués Molias, L., Albacar Riobóo, N., Monteso Curto, P.. (2010). ¿Qué piensan los futuros profesionales de enfermería sobre la inserción laboral?. Metas De Enfermería. 13. 56-60
  • Lleixá Fortuño, M, Gisbert Cervera, M, Marques Molias, L, Albacar Rioboo, N, Monteso Curto, P, Ferre Grau, C.. (2010). Experiencia de inserción laboral de los profesionales de Enfermería noveles. Metas de Enfermería. 13. 64-69
  • Lleixá Fortuño, M., Gisbert-Cervera, M., Marqués-Molías, L., Vidal, C. E., Martínez, J. G., Riobóo, N. A.. (2013). Tutoría virtual para profesionales de enfermería noveles. RIED. Revista Iberoamericana de Educación a Distancia. 16. 199-215
  • Maguire, D.. (2013). Progressive learning: structured induction for the novice nurse. British Journal of Nursing. 22. 645-649
  • Marsh, V.. (2015). Mentoring the novice OR nurse. AORN Journal. 102. 12-13
  • 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
  • Pera i Fàbregas, I.. (1998). La solitud del debutant. Infermeria de Barcelona. 14.
  • Robitaille, P.. (2013). Preceptor-Based Orientation Programs for New Nurse Graduates. AORN Journal. 98. 7-8
  • Romyn, D. M., Linton, N., Giblin, C., Hendrickson, B., Houger Limacher, L., Murray, C.. (2009). Successful transition of the new graduate nurse. International Journal of Nursing Education Scholarship. 6.
  • Rush, K. L., Adamack, M., Gordon, J., Janke, R.. (2014). New graduate nurse transition programs: Relationships with bullying and access to support. Contemporary nurse. 48. 219-228
  • Sánchez, T. L., Cabrera, M. L. A., Doctor, M. P.. (2012). Elaboración de un plan de acogida a los profesionales de nueva incorporación en la unidad de pacientes renales hospitalizados. Enfermería Nefrológica. 15. 163-180
  • Santucci, J.. (2004). Facilitating the transition into nursing practice: concepts and strategies for mentoring new graduates. Journal for Nurses in Professional Development. 20. 274-284
  • Stacey, G., Hardy, P.. (2011). Challenging the shock of reality through digital storytelling. Nurse education in practice. 11. 159-164
  • 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. 60. 405-412
  • Tomás Lizcano, A., Caravaca Alcaraz, B., Rodríguez Molina, F. J., Arias Estero, J., Candel Rubio, C., Rodríguez Molina, A., Salmerón Aroca, J. A.. (2004). Programa de acogida al personal de enfermería de nueva incorporación y alumnos en prácticas en la fundación hospital de Cieza. Enfermería Global. 3.
  • Thrysoe, L., Hounsgaard, L., Dohn, N. B., Wagner, L.. (2012). Newly qualified nurses-Experiences of interaction with members of a community of practice. Nurse education today. 32. 551-555
  • Twigg, D., McCullough, K.. (2014). Nurse retention: a review of strategies to create and enhance positive practice environments in clinical settings. International journal of nursing studies. 51. 85-92
  • Winslow, S., Almarode, M., Cottingham, S., Lowry, K., Walker, K.. (2009). New graduates in the emergency department: could you, would you, should you?. Journal of Emergency Nursing. 35. 521-524
  • Zinsmeister, L. B., Schafer, D.. (2009). The exploration of the lived experience of the graduate nurse making the transition to registered nurse during the first year of practice. Journal for Nurses in Professional Development. 25. 28-34