Maslach and Leiter determined burnout to be caused by three major components: exhaustion, cynicism, and inefficiency. This literature review focuses on factors that directly contribute to new graduate nurse burnout. Major factors discussed in this paper are differences in expectations versus reality, influences from past education, developing professional identity, and the effect of the workplace environment on new graduate transition. Interventions to combat burnout are discussed along with recommendations for future research.

As newly licensed registered nurses enter their first nursing role, their perceived preparation for practice may vary. This descriptive study addressed the education-practice gap that exists as nurses transition into nursing practice. The use of Benner's skill acquisition model offers a structure for connecting theory to practice. New graduate nurses responded to the Casey-Fink Graduate Nurse Experience Survey-© to identify gaps in preparedness for novice practice. A convenience sample of nurses within the first 12 months of hire (n = 35) was sent the survey link by educators from the chosen sites. Anonymity was maintained with 18 total responses and 5 respondents completing the entire 25-question survey. Responses were analyzed via descriptive statistics. New graduate nurses either strongly agreed or agreed that they were prepared for their new role and received positive support from preceptors and staff. However, nurses disagreed or strongly disagreed that they were prepared for transition from student to nurse in the areas of workload, unit integration, system, and interpersonal concerns. Thirty percent also felt uncomfortable with independent performance of some technical skills, such as emergency management and blood administration. None of the new graduate nurses felt unprepared in professional skills related to leadership, communication, and decision making, a finding which contrasts with the literature, which indicates that these are areas of difficulty for new graduates. These findings can be used to structure curriculum and educational strategies to address the perceptions of preparedness and transition-to-practice concerns discovered in this project. This project may lead to social change in its attempt to close the education-practice gap with a stronger population of new graduate nurses.

Background: With the increasing older adult population, new graduate nurses will be providing care for patients with dementia more frequently and should be supported to care for this population during their transition period. Purpose: The purpose of this thesis was to explore the experiences of new graduate nurses providing care for patients with dementia in acute care environments. Methods: An interpretive descriptive qualitative study explored eleven Ontario new graduate nurses’ experiences providing dementia care in acute care environments. A thematic analysis was conducted. Findings: The thematic analysis resulted in three themes and several sub-themes: building of vision and values, clash of vision and values, and “make do with what you have”. Discussion and Conclusion: Facilitators to providing dementia care in acute care were supportive colleagues and early exposure to dementia care. The barriers identified were similar to the barriers experienced by nurses in the literature.

Background New graduate nurses face many workplace-related challenges in their first year of practice, which contributes to physical and mental strains. As a result, high levels of occupational stress are experienced among newly graduated nurses, leading them to doubt their willingness to continue in nursing. Furthermore, occupational stress is proven to interfere with both personal and professional risk factors, making it an important subject to highlight. Aim The overall purpose of this study was to describe newly graduated nurses’ experience of occupational stress during their first working-year. Method This literature study is based on twelve qualitative scientific articles, which has been analysed and assessed through a five-step model. Results The most frequently described state was feeling unprepared or unable to meet the various requirements of their profession. Challenges were associated with a knowledge gap between theory and practice, an overwhelming reality, leadership, responsibilities and difficulties adapting. There were also connections between the prevalence of long-term stress and early career burnout or turnover. Four main themes emerged from the results; A demanding work environment; To be on your own; Inability to relax; After adversity comes success. Conclusion New graduate nurses experience a mismatch between the external expectations of them as nurses and their own perception of their ability to perform accordingly. As they develop into professionals in their field, much support is needed. This increases the chances of them succeeding in fighting through their stressful challenges and remain sustainably in their positions.

Background: The registered nursing profession is a profession with high complexity and those who practice the profession must have knowledge and understanding to be able to independently practice and apply skills based on theoretical and examined knowledge. However, despite the shortage of nurses in healthcare, many choose to leave the profession because of fatigue or emotional exhaustion. Aim: The aim of the study was to describe newly graduated nurses’ experiences during the first year in the profession Method: The method used in this study was a literature based study, nine qualitative articles chosen from the databases CINAHL and PubMed were analyzed by Friberg's five step method. The articles were quality checked. Results: Results are based on the newly graduated nurses' experience in the first year of working life via three main themes and eight sub-themes. The main themes were “The first period in the profession”, “Need for collegial support”, and “Workload”.  Conclusion: The first year of professional work is a difficult time for newly graduated nurses, they experience high demands set on the work task, uncertainty about making correct patient assessments and handling heavy workloads. Introduction to the workplace, support from colleagues and the need for individual strategies with the aim of dealing with work-related stress were perceived as important aspects.

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v anglickém jazyce: The thesis deals with the history of nurses association in Czechoslovakia, namely, with the first association of graduate nurses existing in the country from its foundation until its termination during the WWII. The introduction focuses on the description of legal foundations and the explanation of the principle of freedom of association. The subsequent historical-theoretical section presents the issue of history of nursing and especially nursing education which significantly influenced all subsequent efforts in the area of nurses association and was closely linked with the activities of the association. A detailed description of the activities of the association and the then applicable rules regarding association in the light of known facts maps the activities of the first organized graduate nurses association using the method of document study. The thesis is based predominantly on primary and secondary sources and other available literary sources. The aim is to provide detailed information on the timeline of the existence of the association, to define the activities of its members and their credit in the foundation of professional association of nurses. The text explains and provides evidence of discrepancies found between archival materials and public documents. Keywords:...

The high turnover rate of graduate nurses is a challenge in the United States' hospitals because of high job dissatisfaction rates. The premature disaffiliation of the graduate nurses is costly for organizations and can significantly affect the quality and safety of patient care due to the inadequate supply of adequately prepared staff nurses, particularly in the long-term acute care hospitals. The purpose of the project was to decrease the turnover rate of graduate nurses in a long-term acute care setting from 40% to 20% through modification of the nurse residency program by applying an intervention based on Bauer and Erdogan's theory of organizational socialization. The intervention included provision of psychosocial and educational support to the graduate nurses in addition to the formal classroom learning and a preceptorship with experienced registered nurses. The project used a prospective descriptive design to examine whether the provision of psychosocial and educational support intervention to all newly hired graduate nurses for four weeks beyond the existing residency program would improve the nurses' perceptions on items of the Casey-Fink Graduate Nurse Experience Survey and decrease the turnover rate from 40% to 20%. Eighteen nurses completed the survey at eight weeks (the end of the existing residency program) and at 12 weeks (when four additional weeks of psychosocial and education support ended). The pretest and posttest survey results were compared using descriptive statistics. The graduate nurses' self-reported confidence level, job satisfaction level, and role transition experiences all improved after the intervention. The social change resulting from the project was positive residency learning experience for the graduate nurses that may result in better patient care, commitment to the organization, and retention of nurses.

After nursing school, graduate nurses complete a licensure examination to demonstrate possession of the minimal knowledge necessary to practice nursing. Even with the successful completion of the examination, many new graduate nurses still lack the competencies required for safe practice. This discrepancy between demonstrated knowledge and competent practice, which is termed a transition-to-practice gap, is a safety issue especially for persons with chronic illnesses. The purpose of this study was to identify and clarify this transition gap to determine possible solutions in the local setting of a large health care system. The theoretical model framing this investigation was Benner's novice to expert theory. A descriptive case study was used to answer the research question regarding which competencies new graduate nurses should possess to facilitate their transition from an educational setting to a practice setting. Purposeful sampling yielded 4 nursing staff educators who had worked with graduate nurses in the past 12 months. Data from interviews with participants were coded using in vivo, initial, and axial coding. Participants reported that graduate nurses lacked adequate communication, socialization, and technical skills. Poor communication and socialization proficiencies compromised collaborative patient care, while the absence of technical skills such as physical assessment impaired direct patient care. Findings supported the development of a transition-to-practice course to prepare graduate nurses to provide quality health care. The implications of social change resulting from this transition-to-practice course may include the positive transformation of new graduate nurses, the improved professional nursing practice setting, and the positive health outcomes of community members.

Sammanfattning Bakgrund: I Sverige utexamineras årligen drygt 4000 nya sjuksköterskor från en utbildning som kombinerar yrkesexamen och akademisk examen. Den första tiden i yrket kan upplevas påfrestande och stressig. Det är under denna tid som stöd är av stor vikt. Sjuksköterskans kliniska utövande och ansvars-område, omvårdnad, beskrivs som ett vitt begrepp med många dimensioner.Syfte: Att beskriva nyutexaminerade sjuksköterskors upplevelser av omvårdnad under det första året inom somatisk vård.Metod: En litteraturöversikt har genomförts där tolv vetenskapliga artiklar har analyserats med kvalitativ innehållsanalys. Patricia Benners modell har använts som teoretisk utgångspunkt.Resultat: Nyutexaminerade sjuksköterskor kan ha både positiva och negativa upplevelser av omvårdnad under deras första år. Resultatet delas in i två teman med underliggande kategorier. Positiva upplevelser handlade bland annat om att kunna prioritera, lärande, klinisk kompetens, ett gott stöd samt fördelar med minskat stöd och tillfredsställande patientrelation. Negativa upplevelser handlade bland annat om svårigheter i prioritering, osäkerhet i patientrelationen och ett påfrestande ansvar men också brist på tid, stöd, kunskap och kliniska färdigheter.Diskussion: Trots många negativa upplevelser så visade resultaten på att nyutexaminerade sjuksköterskor kan ha många positiva upplevelser under första året, som på ett passande sätt kan appliceras till Benners modell. Det visade sig dessutom att de nyutexaminerade uppvisade kompetenser som Benner beskriver i sina domäner. Resultatet visade på en mångfacetterad bild av nyutexaminerade sjuksköterskors upplevelser.Nyckelord: nyutexaminerade sjuksköterskor, omvårdnad, upplevelser, första året / Abstract Background: Every year nearly 4000 new nurses graduate in Sweden from an education that combines both a professional and an academic degree. The first time as a nurse can be experienced as testing and stressful. During this period support is of great importance. A nurse’s clinical exercise and responsibility, nursing, is described as a wide term with many dimensions.Aim: To describe new graduate nurses experiences of nursing during their first year in somatic care.                  Method: A literature review was carried out in which twelve scientific articles were analyzed with qualitative content analysis. Patricia Benner has been used as theoretical basis.Results: New graduate nurses can have both positive and negative experiences of nursing during their first year. The result can be divided into two themes with underlying categories. Positive experiences included being able to prioritize, learning, clinical competence, support and advantages with less support and satisfying patient-relation. Negative experiences included difficulties in prioritizing, uncertainty in the patient-relation and a trying responsibility but also lack of time, support, knowledge and clinical skills.Discussion: Although many negative experiences, the results showed that new graduate nurses can have many positive experiences during their first year, which can be applied to Benners model. It was found that the graduates had the skills that Benner describes in her domains. The results revealed a multifaceted picture of new graduate nurse’s experiences. Keywords: new graduate nurses, nursing, experiences, first year