Abstrakt     Inledning: Att vara ny på arbetet är utmanande och innebär ökad stress. Tidigare studier visar att många upplever sin kunskap som begränsad och att de önskade mer praktisk erfarenhet och hade behov av en god introduktion. Gott lagarbete med goda relationer och tillåtande miljö var viktigt för att arbetet på operationsavdelningen skulle fungera tillfredsställande. Syfte: Studiens syfte var att belysa nyutexaminerade operationssjuksköterskors upplevelser av sin första yrkesverksamma tid. Metod: Studien hade en kvalitativ ansats där datainsamling har genomförts genom semistrukturerade intervjuer. Den utskrivna texten analyserades med en latent innehållsanalys. Resultat: I analysen framkom tre teman; Upplevda faktorer som påverkar utvecklandet av kompetens, Förmågan att inse sitt egenvärde och omgivningens inverkan på upplevelsen av trygghet, samt Behov av kontroll och stöd vid brist på kontroll. Resultatet visar hur nyutexaminerade operationssjuksköterskor upplevde en känsla av att vara dåligt förberedda inför de nya arbetsuppgifterna. Deltagarna beskriver hur de önskade en planerad inskolning med möjlighet till individuell anpassning. Erfarna och hjälpsamma kollegor upplevdes ge ökad trygghet och stöd från en kollega som det fanns förtroende för ansågs vara viktigt. Det framställdes hur betydelsefull självinsikten var över den egna kunskapen samt att ansvaret för kunskapsinhämtning låg på dem själva. Deltagarna menade också att det var viktigt att acceptera rollen som novis och därmed bristen på erfarenhet. Slutsats: Att belysa nyutexaminerade operationssjuksköterskors upplevelser av sin situation gör det möjligt att sträva efter en öppen och tillåtande arbetsmiljö. Detta ökar förutsättningarna för god inskolning av nyutexaminerade operationssjuksköterskor, vilket kan bidra till en mer patientsäker vård.   Nyckelord: Handledning, Innehållsanalys, Inskolning, Nyutexaminerade operationssjuksköterskor, Upplevelser. / Abstract     Introduction: To be new at work is challenging and involves increased stress. Earlier studies show that many experienced that their knowledge was limited and wished for more practical experiences and where in need of a good introduction. Good teamwork with good relationships and a permissive environment was important for work at the surgical department to perform satisfactorily. Aim: The purpose of the study was to highlight newly graduated surgical nurses experiences of their first professional career. Method: The study had a qualitative approach where data collection was carried out through semi-structured interviews. The transcript was analyzed with a latent content analysis. Results: The analysis revealed three themes: Perceived factors influencing the development of skills, the ability to recognize their intrinsic value and ambient effects on the perception of the Översätt från: svenskaSkriv text, ange adressen till en webbplatöversätt ett dokument.AvbrytExempel på hur "" kan användas:automatiskt översatt av Googlesense of security, and need for control and support in the lack of control. The result shows how graduates surgical nurses experienced a feeling of being not enough prepared for their new jobs. Participants describe how they wanted a planned induction with the possibility of individual adaptation. Experienced and helpful colleagues felt to provide greater security and support from a colleague that there was confidence was considered important. It was made how important self-realization was over their knowledge and that the responsibility for the acquisition of knowledge lay on them. Participants also felt that it was important to accept the role of a novice and thus the lack of experience. Conclusion: To highlight newly graduated surgical nurses' perceptions of their situation makes it possible to pursue an open and tolerant environment. This increases the chances of a good induction of newly graduated surgical nurses, which can contribute to a more patient-safe care.   Keywords: Content Analysis, Experiences, Induction, Newly graduates surgical nurses, Tutorial.

The main objective of this research is to estimate internal and external wage effects associated with a changing share of college graduates in Canada. This paper uses data drawn from the Canadian 1991, 1996, and 2001 Public Use Microdata File for 25 to 65 years old individuals working full-time and full-year in metropolitan areas. These workers are then separated into four different levels of education groups in order to estimate the effect of change in the share of college-educated workers on their earnings. <p>The Ordinary Least Squares (OLS) estimates, controlling for potential work experience, total years of schooling, individual occupation, employment industry, immigration status, visible minority status, show a significant positive relationship between the percentage change of the share of college-educated workers and the percentage change of individuals real weekly wage rates. We found that one percentage point increase in a census metropolitan areas share of college-graduated workers was associated with a 0.35 percentage change in all workers wage rates in that city. For separated education groups, our results showed that a one percentage expansion in the supply of college-graduated workers raised less than high schools wage rate by 0.245 percent, raised high-school graduates wage rate by 0.363 percent, raised more than college-educated workers wage rate by 0.385 percent, and raised college-educated wage rate by 0.326 percentage. These results are consistent with the conclusion arrived at by E. Moretti, (2004) that all types of workers earnings increased when a citys share of college graduates rose.

Thesis (PhD)--Macquarie University, Australian Centre for Educational Studies, Institute of Higher Education Research and Development, 2007. / "2006" Bibliography: p. 167-173.

Thesis (Ph. D.)--University of Missouri-Columbia, 2001. / Typescript. Vita. Includes bibliographical references (leaves 119-134). Also available on the Internet.

Thesis (Ph.D.)--Mississippi State University. Department of Instructional Systems, Leadership, Workforce Development. / Title from title screen. Includes bibliographical references.

Thesis (Ph.D.)--Mississippi State University. Department of Educational Leadership and Workforce Development. / Title from title screen. Includes bibliographical references.

Source: Masters Abstracts International, Volume: 45-04, page: 1954. Adviser: Sally W. Vernon. Includes bibliographical references.

Thesis (Ph. D.)--University of Missouri-Columbia, 2001. / Typescript. Vita. Includes bibliographical references (leaves 119-134). Also available on the Internet.

Thesis (M. Ed.)--University of Hong Kong, 1983.

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