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Introduction: Contemporary hospital settings are a challenging learning and working environment for healthcare professionals. The challenges are largely related to the increasing need for healthcare caused by an ageing population, a lack of personnel resources, and demands for time efficiency. Therefore, it is of interest to study how individuals and teams learn during these working conditions. Nurses are especially exposed when entering working life, why this profession has been of interest to explore further in this thesis. Furthermore, the interprofessional team is significant in providing qualitative care at the hospital wards, which could be affected by the lack of nurses and demands for efficiency. Aim: To explore work integrated learning from an individual nurse and interprofessional team learning perspective in a contemporary hospital ward setting. Methodology: Two qualitative approaches were used in this thesis. Study I was a qualitative content analysis based on individual interviews with 10 nurses within hospital ward care. Study II was an insider action research project (IAR) within a specific hospital ward. Data from the project in Study II were analyzed using the cycle of expansive learning. Results: Study I showed that, during their early working life, newly graduated nurses learned their profession by developing and using different learning strategies. Their initial strategy was to learn how to perform daily tasks as safely and effectively as possible. However, in learning how to provide qualitative care, the nurses realized the importance of participating in bedside care to gain clinical experience. Opportunities to learn from clinical experiences and reflection were essential for developing as a new nurse. Study II explored work integrated learning in an interprofessional ward team. The learning process resulted in the establishment of a digital planning board to illustrate the patients’ recovery process during their stay at the ward. This board opened an opportunity to learn about core values and goals for discharge, but also contributed to boundary awareness between the professionals, which was important for collaboration to improve patient safety in daily work. Discussion: The results reveal that work-integrated learning was manifested in an interdependency between the professionals and the health-care organization. The interdependency was multifaceted as the professionals were dependent on each other to learn as individuals in relation to each other, and to develop their joint work processes. The professionals were also dependent on the organizational prerequisites to learn. This result shows the need for the professionals to develop their own learning strategies to manage daily work, which was associated with the professional’s motivation in leading their own professional development towards qualitative and safe care. Conclusion: The results of this thesis reveal that the professions within a hospital ward setting are largely dependent on each other to create conditions for work integrated learning. The individuals and the team both had strong determination, will, and desire to learn to provide patients with care that was as qualitative and safe as possible. The quality of work-integrated learning was found to be related to the professions’ awareness of boundaries, knowledge, and responsibilities related to each other within the interprofessional team. / Denna studie har utforskat det arbetsintegrerade lärandet hos nyutbildade sjuksköterskor och hos ett interprofessionellt team, i en sjukhusavdelningsmiljö. Resultatet visade att organisatoriska förutsättningar såsom brist på personal, högt vårdflöde samt uppgiftsväxling, tvingar de nyutbildade sjuksköterskornas att anta strategier som gör att det måste förlita sig på andrahandsinformation för bedömning av patienters status. Även om det patientnära arbete uttrycks som väsentligt för att lär sig yrket, tvingas de nyutbildade ofta att prioritera administrativa uppgifter och därmed missas väsentligt information viktig för lärande och för att kunna hantera arbetet säkert och kvalitativt. Organisatoriska förutsättningar riskerar därmed också att ”förlänga” lärandet mot ett expert-kunnande. Resultat visa dock att det finns en styrka i att hitta sina egna vägar att ta sig fram i en svår lärandemiljö, där den professionelles ”jävlar anamma”, engagemang och motivation för att lära, påverkar både riktning och innehåll i lärandet. Resultatet visar att hos både den enskilda sjuksköterskan och hos teamarbetets medlemmar fanns ett driv, vilja och önskan att lära för att kunna ge patienterna en så god och säker vård som möjligt. Det arbetsintegrerade lärandet visade sig också vara relaterat till professionernas medvetenhet om hur deras egna professionella gränser, kunskap och ansvar förhöll sig till övriga medarbetare i teamet. Att skapa ett medvetande om professionella gränser inom teamet innebar att utveckla kunskap om varandras professionella ansvar och bidrag till vårdteamet som helhet samt vilka värderingar och målsättningar som kunde leda teamets arbete framåt. Undersköterskans roll för sjuksköterskans och vårdteamets arbetsintegrerade lärande var central. Att tydliggöra gränser mellan professionerna kräver ett gediget arbete som tar tid, motivation och uthållighet hos både individer och ledning. Ett arbete som kan vara svårt att åstadkomma i vardagsarbetet och därför kräver särskilda insatser men kan ha avgörande beredelse för vårdkvalitén och patientsäkerheten. Sammanfattningsvis kan denna uppsats bidra med fördjupad kunskap om arbetsintegrerat lärande i dagens sjukhusvård. Inom sjukhusvården, där effektivitetskrav dagligen måste balanseras gentemot bristande resurser, kan sjukhusavdelningar lärandemiljö ifrågasättas. Strategiska lärandestrategier krävs för att kunna säkerställa ett kvalitativt arbetsintegrerat lärande för nyutbildade sjuksköterskor och för teamet. / <p>Paper  B is not included in the electronic version. </p>

Bakgrund: Nyexaminerade sjuksköterskor upplever en klyfta mellan teori och praktik. Sjuksköterskor examineras i stor utsträckning men många väljer att lämna yrket. Det blir problematiskt när nyexaminerade sjuksköterskor väljer att lämna yrket när personalbrist redan råder. Syfte: Litteraturstudiens syfte var att undersöka nyexaminerade sjuksköterskors erfarenheter av de två första yrkesverksamma åren.Metod: Litteraturstudien är baserad på åtta kvalitativa studier. Databaser som användes var Scopus, CINAHL och APA Psychinfo. Analysen genomfördes med inspiration av Fribergs femstegsmodell. Resultat: Analysen resulterade i fyra huvudkategorier och nio underkategorier. Kategorierna som framkom var, ‘upplevelse av känslomässiga påfrestningar’, ‘Kollegialt bemötande påverkar upplevelsen’, ‘Upplevelse av bristande professionell kapacitet’, ‘Att med tiden uppleva utveckling’. Konklusion: Nyexaminerade sjuksköterskor upplevde en stark känslomässig påfrestning samt att yrket påverkade privatlivet negativt. De upplevde att de inte var tillräckligt förberedda och att de hade begränsade kunskaper. Bristande stöd från kollegor var ett hinder för utvecklingen. Positiv feedback från kollegor gav känsla av säkerhet En lättnad upplevdes efter mer erfarenhet. Mer arbete krävs av ledning inom hälso- och sjukvården för att underlätta de första åren som yrkesverksam sjuksköterska. / Background: Newly graduated nurses experience a gap between theory and practice. Nurses in large extent graduate, but many choose to leave the profession. It becomes problematic when newly graduated nurses choose to leave the profession when there is already a shortage of staff. Aim: The purpose of the literature study was to investigate newly graduated nurses' experiences of the two first years in the profession.Methods: Literature study based on eight qualitative studies. Databases used were Scopus, CHINAL and APA Psychinfo. The analysis was performed with inspiration from Friberg's five-step model. Results: The analysis resulted in four main categories and nine subcategories. The categories that emerged was, 'experience of emotional stress', 'Collegial treatment affects the experience', 'Perception of lack of professional capacity', 'Experience development over time'. Conclusion: Newly graduated nurses experienced emotional stress and that the profession affected private life negatively. They felt that they were not sufficiently prepared and that they had limited knowledge. Lack of support from colleagues was an obstacle to development. Positive feedback from colleagues gave a sense of security. After more experience a relief was felt. More work is required by the management of healthcare to facilitate the first years of professional nursing.

<p dir="ltr">Nursing, deeply rooted in social justice principles, faces the contemporary imperative of achieving health equity. However, the perception of social justice among nurses, particularly newly graduated registered nurses (NGRNs), remains unclear, posing a significant challenge amid high turnover rates in this population, threatening the realization of health equity goals.</p><p dir="ltr">Through this study, I sought to enhance nursing knowledge by delving into the understanding, cocreation, processing, and response to social justice among NGRNs. Utilizing a constructivist grounded theory methodology, I explore NGRNs’ narratives and perceptions concerning social justice, addressing the research question: How do NGRNs understand, cocreate, process, and respond to social justice in their nursing practice?</p><p dir="ltr">Findings from the grounded theory study reveal seven categories with subsequent subcategories, culminating in the development of a proposed theoretical framework. This framework elucidates four overarching global themes: “Best Care for all, No Matter What,” “Novice Emancipators,” “Making the Human Connection,” and “Supportive Organizational Culture.” I used theoretical modeling to delineate a middle-range theory titled “NGRN Evolving Process of Social Justice Transition.”</p><p dir="ltr">The study’s conclusions have significant implications for nursing education, practice, research, and policy. They highlight the importance of shaping future nursing landscapes through a focus on NGRNs’ social justice transition. Emphasizing the pivotal role of social justice identity in NGRNs’ progression to expert nurses, the study underscores the critical need to foster this identity during NGRNs’ transition period. Implications extend to curriculum structure, onboarding programs, leadership, and policy, aiming to promote person-centered care and health equity. This study marks the inception of a journey towards continual support for NGRNs as advocates for social justice, potentially catalyzing substantial societal change with nursing at the forefront of the pursuit of equity.</p>

Made available in DSpace on 2016-04-27T16:57:15Z (GMT). No. of bitstreams: 1 Daniela da Silva.pdf: 1803252 bytes, checksum: 634fad73dfb1592ffd72e38e6cf1c948 (MD5) Previous issue date: 2012-05-22 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / The focus of this research is based on the discussions upon the initial graduation of teachers and it takes as target of discussion the professional track analysis of the graduates of Degree Course in Mathematics from PUC/SP. It tried to identify the form of the graduates from the last five years (2005-2010), their academic and professional paths, the reasons that made them choose the Degree Course in Mathematics and their option to follow or not to follow the teaching career. It also tries to identify the activities that they are currently developing and the significance that the Degree Course had on his professional path. As theoretical and methodological it was used the contributions by Vaillant (2004, 2007, 2009), Valle (2006), Jesus (2004) and Gatti (2010) to validate the discussions and analysis about professional career and work conditions. Degree and initial training, the research used the contributions from Gatti (2009), Barreto (2009) and Dias-da-Silva (2005). It is about a qualitative research approach based on a case study. It used as instruments of data collection an initial questionnaire and exploratory interviews. In relation to teaching career, all the participants of the research weave a deep consideration and respect to the teachers of the Degree in Mathematics course and in their statements, and value the profession s nobleness, but most of them are not working as a teacher and did not pursued the career of teaching. To the graduates of the Mathematics Degree course, the highest point of the course is related to the teacher s practices and influences, and Teaching Practice, and Supervised Internship were considered the most important disciplines with highlights to the conception, organization and pace of lessons as the positive points of the course. Aspects as the lack of social valorization, represented for the low salaries, the profession s image and social prestige, the students and school conditions, the work safety, among others, seems to scare the graduates researched regarding the choice of a career in teaching / O foco desta pesquisa inscreve-se nas discussões acerca da formação inicial de professores e toma como objeto de discussão e análise da trajetória profissional dos egressos do curso de Licenciatura em Matemática da PUC/SP. O trabalho buscou identificar o perfil do egresso dos últimos cinco anos (2005-2010), sua trajetória acadêmica e profissional, os motivos que o levaram à escolha do curso de Licenciatura em Matemática e sua opção ou não pela carreira docente. Buscou, também, identificar as atividades que esses egressos estão desenvolvendo atualmente, e o papel que teve o curso de Licenciatura em sua trajetória profissional. Como referencial teórico-metodológico foram utilizadas as contribuições de Vaillant (2004, 2007, 2009), Valle (2006), Jesus (2004) e Gatti (2010) para apoiar as discussões e análises sobre carreira profissional e condições de trabalho. Para a discussão sobre o papel dos cursos de Licenciatura e formação inicial, o estudo se amparou em Gatti (2009), Barreto (2009) e Dias--da-Silva (2005). Trata-se de uma abordagem qualitativa de pesquisa, pautada num estudo de caso. Como instrumentos de coleta de dados, foram adotados um questionário inicial e entrevistas exploratórias. Em relação à profissão docente, embora os participantes da presente pesquisa mostrassem profunda consideração e respeito pelos professores do curso de Licenciatura em Matemática e, em seus depoimentos, valorizassem a profissão, a maioria dos egressos não está atuando como docente e não seguiu a carreira do magistério. Para os egressos do curso de Licenciatura em Matemática, o ponto mais alto no curso está voltado para as práticas e influências dos professores; as disciplinas consideradas mais importantes foram as de Prática de Ensino e Estágio Supervisionado, com destaque para a concepção, organização e andamento das aulas, como um dos pontos positivos do curso. Aspectos como a falta de valorização social, representados pelos baixos salários, a imagem da profissão e o prestígio social, a condição dos alunos e das escolas, a segurança no trabalho, dentre outros, parece assustar os egressos, pesquisados em relação à escolha da carreira do magistério

Submitted by Luciana Ferreira (lucgeral@gmail.com) on 2016-09-06T12:44:30Z No. of bitstreams: 2 Dissertação - Érica de Aguiar Botelho - 2016.pdf: 1895411 bytes, checksum: 1fb1a988ccd7930fbdc3b1630b709338 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) / Approved for entry into archive by Luciana Ferreira (lucgeral@gmail.com) on 2016-09-06T12:47:39Z (GMT) No. of bitstreams: 2 Dissertação - Érica de Aguiar Botelho - 2016.pdf: 1895411 bytes, checksum: 1fb1a988ccd7930fbdc3b1630b709338 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) / Made available in DSpace on 2016-09-06T12:47:39Z (GMT). No. of bitstreams: 2 Dissertação - Érica de Aguiar Botelho - 2016.pdf: 1895411 bytes, checksum: 1fb1a988ccd7930fbdc3b1630b709338 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Previous issue date: 2016-04-27 / The aim of this study was to analyse how organizational unlearning occurs in ventures that have graduated from business incubation process. The research is exploratory, qualitative, with retrospective longitudinal time frame. A multiple case study was conducted, with the selection of six cases. Data was collected from semi-structured interviews, documentation and direct observations. Ventures and incubator perspectives were considered. Content analysis was taken. NVivo software was used to support the research. Based on theoretical backgrounds an analysis frame was elaborated in order to present the selected approaches. How organizational context of gradutated ventures that were bonded to a University Business Incubator in the technology sector can influence organizational unlearning was examined. Changes in organizational routines of graduated ventures were described, involving specific routines, from the new venture creation and development processes. Organizational unlearning was verified, predominantly in writing or updating business plan routine. Types of interplay between organizational learning and unlearning were identified. Isolated organizational learning was identified in every routine and all organizational unlearning situations were caracterized as isolated. Thus distinction between the two processes was corroborated. Situations where organizational unlearning precedes or occurs simultaneously to organizational learning were not observed. Relearning was verified only in writing or updating business plan routine. It was noticed that the context of these ventures offers opportunities for studying organizational unlearning not only after graduation but also during incubation period. Propositions were established based on venture incubation, new venture creation and development processes and organizational unlearning literatures. / Este estudo teve por objetivo analisar como ocorre a desaprendizagem organizacional em empresas que foram graduadas após processo de incubação. Trata-se de uma pesquisa exploratória, qualitativa, abrangendo horizonte temporal longitudinal retrospectivo. Adotou-se a estratégia de estudo de casos múltiplos, tendo sido selecionados seis casos. Recorreu-se a entrevistas semi-estruturadas, documentação e observações diretas. Perspectivas relacionadas às empresas e à incubadora foram consideradas. Para a análise dos dados, foi realizada análise de conteúdo. Foi adotado o software NVivo para suporte à condução da pesquisa. Com base na fundamentação teórica, foi elaborado um quadro de análise que especificou as abordagens que foram seguidas. Foi examinado como o contexto organizacional das empresas graduadas, que tiveram vínculo com Incubadora de Empresas de Universidade com atuação no setor de tecnologia, pode influenciar a desaprendizagem organizacional. Foram descritas mudanças nas rotinas organizacionais das empresas graduadas, tendo sido tratadas rotinas específicas, a partir dos processos de criação e desenvolvimento de novos negócios. Foi verificada a ocorrência de desaprendizagem organizacional, com predominância do descarte da rotina de elaboração ou atualização de plano de negócios. Foram identificados tipos de interação entre aprendizagem e desaprendizagem organizacional, constatando-se ocorrência de aprendizagem organizacional isolada em todas as rotinas examinadas e classificação de todas as situações de desaprendizagem organizacional como isolada. Assim, foi corroborada a distinção entre os dois processos. Não foram observadas situações de desaprendizagem organizacional precedendo tampouco ocorrendo simultaneamente à aprendizagem organizacional. Foi verificada reaprendizagem apenas na rotina de elaboração ou atualização de plano de negócios. Percebeu-se que não somente após a graduação, mas também durante o período de incubação, o contexto dessas empresas oferece oportunidades para o estudo da desaprendizagem organizacional. Proposições foram formuladas, tendo sido fundamentadas nas literaturas de incubação de empresas, processos de criação e desenvolvimento de novos negócios e desaprendizagem organizacional.

Made available in DSpace on 2017-07-10T18:33:39Z (GMT). No. of bitstreams: 1 Dissertacao Gilnei Saurin.pdf: 459381 bytes, checksum: 85d75afca8184edc6843b9c038b96c3e (MD5) Previous issue date: 2006-03-30 / This master's degree research paper analyses objective conditions of graduated-student insertion of the management course in the working market as well as verify the movement present in the working market at grad-student absorption moment of higher education of the management course at Unioeste. This study is directly related to personal necessity in understand and analyze working market movement through the management grad-student category. Through this research paper existing relation between working market and Unioeste`s (Cascavel Campus) administration course graduated students. Appropriation of these relations, founded in theoretical/methodological procedures of critic content, allow us to discuss, now and in the future, the working market from the point of view of higher education. The use of bibliography, reports, statistic data, and field research though instrumental questionnaire allowed the approach to the working market movement as well as verify alteration in higher education as far as the management course is concerned. Apprehensions through analisys evidenced changing tendency aspects in the working market in the city of Cascavel as far as management grad-student absorption and its remuneration. These changes in the working sphere have changed management grad-student occupations as well as altered their social project. As the main aspect, we verify that lack of job openings for those who are graduated in the management course, where job function and salary level are not harmonized with higher education level. / Este trabalho/pesquisa de mestrado analisa as condições objetivas da inserção do egresso do curso de administração no mercado de trabalho, bem como verifica o movimento presente no mercado de trabalho no momento de absorver o egresso da educação superior, do curso de administração da Unioeste. A realização desse estudo tem relação direta com a necessidade pessoal em compreender e analisar o movimento do mercado de trabalho e suas determinações, possibilitando contribuir para o debate acerca do mercado de trabalho por meio da categoria egressos de administração. Por meio do trabalho/pesquisa foram explicitadas relações existentes entre o mercado de trabalho e os egressos do curso de administração da unioeste Campus de Cascavel-PR. A apropriação dessas relações, fundamentada em procedimentos teóricos/metodológicos de conteúdos críticos, permite-nos discutir, no presente e no futuro, o mercado de trabalho sob a ótica da educação superior. A utilização de bibliografia, relatórios, dados estatísticos e a pesquisa de campo por meio do instrumental questionário, permitiu abordar o movimento do mercado de trabalho, bem como verificar alterações na educação superior, no que tange ao curso de administração. As apreensões por meio da análise evidenciaram aspectos tendenciais de mudanças no mercado de trabalho em Cascavel no que tange à absorção do egresso de administração e à sua remuneração. Estas mudanças na esfera do trabalho têm modificado as ocupações do egresso de administração, bem como alterado o seu projeto social. Como principal aspecto, verificamos a precariedade do trabalho para quem é egresso do curso de administração, em que a função exercida e o nível salarial não são condizentes com o nível de formação superior.

The purpose of this study is to investigate the effectiveness of a treatment package to teach a child with autism to willingly accept skin care products conducive to health and normal everyday living. The current study uses graduated exposure, modeling and contingent social attention to teach the child to accept the application of skin care products previously avoided. Results of the study showed that the participant tolerated criterion amounts of all target stimuli with both experimenter and parent. Follow-up probes revealed maintenance of the behaviors with only two out of the three target skin care products.

Esta pesquisa buscou identificar e analisar a percepção dos alunos e egressos sobre as competências adquiridas nos Cursos Superiores de Tecnologia em: Gestão da Produção Industrial, Recursos Humanos e Logística, de uma instituição educacional privada, situada na cidade de Barra Mansa-RJ. Foi realizado um estudo de caso, utilizando como instrumento para coleta de dados uma análise documental, aplicação de questionário e uma entrevista semiestruturada. O questionário e a entrevista foram os mesmos aplicado por Godoy e Antonello (2009), onde as autoras analisaram a percepção dos alunos a respeito das competências individuais adquiridas a partir da Graduação em Administração. Também foi verificado a correspondência entre as competências e habilidades definidas pelo MEC e as propostas no projeto pedagógico dos cursos tecnológicos. O questionário foi aplicado aos alunos matriculados no quarto período dos cursos tecnológicos, para o questionário, foi utilizada a população de discentes com um critério de cortes ou eliminação que se constituiu por desconsiderar apenas os indivíduos que se recusaram a participar da pesquisa. As entrevistas semiestruturadas tinham como alvo os egressos e, como critério para a escolha dentre estes, utilizou-se a acessibilidade. Entende-se aqui por egressos todos os alunos que concluíram os cursos, sendo que foram ouvidos seis egressos, sendo dois de cada curso. O recorte temporal foi compreendido entre 2006 e 2012. Os dados do questionário foram analisados estatisticamente no SPSS 17.0 em seguida foram realizadas uma análise descritiva e cruzamentos de variáveis a fim de uma melhor observação dos resultados pertinentes a cada grupo de estudo. Chegou-se ao seguinte resultado: no CST em Logística a competência com maior nível de concordância foi a competência de comunicação, no CST em Gestão da Produção Industrial a competência de comunicação também foi a de maior nível de concordância, já no CST em Gestão de Recursos Humanos a competência com maior nível de concordância foi a competência social. / This research sought to identify and analyze the perceptions of students and graduates on the skills acquired in the University Courses of technology: Industrial Production Management, Human Resources and Logistics, in a private educational institution located in the city of Barra Mansa-RJ. It was conducted a study case, using as a tool for a collection data: documental analyses, an application of a questionnaire and a semi-structured interview. The questionnaire and the interview were the same used by Gandhi and Antonello (2009), where the authors analyzed the students perception about their individual skills acquired from their graduation in Business. It was also verified that the competencies and skills defined by MEC and the proposals in the pedagogic project from technological courses. The questionnaire was applied to students enrolled in the fourth period of technological courses, for the questionnaire was used: the population of the students with a criterion of cuttings or elimination that is formed by disregarding only individuals who refused to participate in the research. The semi-structured interviews had as a target the graduates and, as a criterion for choosing among them, the accessibility was used. It is understood here by graduated students, the ones who have completed the courses, six of them were heard, two of each course. The timeframe was between 2006 and 2012. The questionnaire data was analyzed statistically in SPSS 17.0 then later it was performed a descriptive analysis and crossings of variables in order to have a better observation of relevant results to each study group. We had the following result: In the CST in Logistics, the competence with the highest level of agreement was the communication, in the CST in Industrial Production Management the competence of communication was also the highest level of agreement, but in the CST in Human Resource Management, social competence was the highest level of agreement.

Bakgrund: För den nyutexaminerade sjuksköterskan kan den första tiden i yrket upplevas som utmanande och påfrestande då förväntningarna inte alltid möter verkligheten. Stress är ett ofta förekommande fenomen inom sjuksköterskeyrket och kan manifestera sig på en rad olika sätt. Stressen påverkar både människan och utförandet av den holistiska patientvården.Syfte: Syftet var att belysa upplevelsen av stress för nyutexaminerade sjuksköterskor under sitt första verksamma år.Metod: Litteraturstudien genomfördes genom att systematiskt söka i två olika databaser vilket genererade tio vetenskapliga artiklar. Databearbetningen utfördes genom en klart framträdande innehållsanalys.Resultat: I resultatet belyses det hur stress påverkar den första tiden för nyutexaminerade sjuksköterskor och vad stressen kan leda till hos en nyutexaminerad sjuksköterska. Resultatet presenteras i tre teman som svarar på studiens syfte. De teman som belyses är: bristande självkänsla, rädsla för bristande vårdresultat och utmattning. Stress kunde leda till att nyutexaminerade sjuksköterskor upplevde brister i arbetets utförande, kände sig otillräckliga och behövde ta ansvar för dåliga vårdresultat. Stressen kunde även leda till utmattning och risk för att nyutexaminerade sjuksköterskor lämnade professionen.Slutsats: Hos den nyutexaminerade sjuksköterskan kan stress inverka på olika sätt. Stress kan påverka hur nyutexaminerade sjuksköterskor utför sitt arbete, samt i vilka situationer stressen uppkommer och vad den kan leda till. / Background: For the newly graduated nurse the first year can be perceived as challenging and strenuous because the expectations do not always measure up with reality. Stress is a widely discussed phenomenon within the nursing profession and can manifest in a variety of ways. Stress can also affect both the person and the holistic patientcare.Aim: The aim of the study was to illustrate the experience of stress for newly graduated nurses during their first professional year.Method: The literature study was conducted by systematically searching two databases which generated ten scientific articles. The data processing was carried out by a clearly prominent content analysis.Findings: The result illustrates how stress affects newly graduated nurses and what the stress could lead to for a newly graduated nurse. The results are presented in three themes that answer the study ́s purpose. The themes are: lack of self-esteem, fear of poor care results and exhaustion. Stress could lead to deficiencies in the performance of the work, feelings of being insufficient and having to take responsibility for poor care results. Stress could also lead to fatigue and a risk of newly graduated nurses leaving the profession.Conclusion: Stress can affect newly graduated nurses in different ways. Stress can affect how newly graduated nurses perform their work, as well as in what situations the stress arises and what it can lead to.