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.

No description available.

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

I dagens samhälle behöver allt fler personer vård. Sjuksköterskans specialitet är omvårdnad och de nyutexaminerade sjuksköterskorna förväntas ta ett stort ansvar. Syftet med litteraturstudien var att belysa nyutexaminerade sjuksköterskors upplevelser av den första tiden i yrkeslivet. Studien genomfördes som en systematisk litteraturstudie med en induktiv ansats. Resultatet baseras på åtta vetenskapliga artiklar och analysen resulterade i tre huvudkategorier: kunskap har betydelse, stressfull period och betydelsen av stöd. I resultatet framkom det att många nyutexaminerade sjuksköterskor upplever kunskapsbrist på grund av otillräcklig utbildning. Kunskapsbristen resulterade i att sjuksköterskorna upplever det svårt att utföra sina arbetsuppgifter och omvårdnaden blir lidande. Den första tiden som sjuksköterska upplevs som en känslomässig utmaning och en stressig period. En viktig faktor i början av yrket är stöd från arbetsplatsen. Den första tiden som sjuksköterska upplevs som svår, men en bra introduktion och tillgång till stöd kan underlätta övergången till sjuksköterskeyrket. För att förbereda sjuksköterskestudenterna inför yrket är mer verksamhetsförlagd utbildning önskvärt. Vidare forskning kring sjuksköterskeutbildningens utformning och introduktion för nya sjuksköterskor behövs. / In today's society the number of people needing care are increasing. Caring for people is the main role of the nurse and the newly examined nurses are expected to take a big responsibility. The purpose of this study was to elucidate newly graduated nurses' experiences of being new in the profession. The study was conducted as a systematic literature review with an inductive approach. The result is based on eight scientific papers presented in three categories: knowledge has importance, stressful period and the importance of support. The result showed that many newly qualified nurses are experiencing skills shortages due to insufficient training. The lack of knowledge resulted in the nurses finding it difficult to perform their duties and that care then will suffer. The beginning of the nurses' career is experienced as an emotional challenge and a stressful period. An important factor in the beginning of the profession is the support from the workplace. Nurses find this initial time difficult, but a good introduction and access to help can ease the transition to the nursing profession. More clinical training is desirable to prepare nursing students for the profession. Further research is needed in designing nursing education, and the preparation of new nurses.

Bakgrund: Sjuksköterskeyrket är en egen profession och det finns ett högt förtroende i samhället för den legitimerade sjuksköterskans kompetens. Sjuksköterskans yrkesroll framställs som komplex och mångdimensionell. Transitionen från student till nyutexaminerad sjuksköterska beskrivs som en central händelse där första tiden inom professionen har stor betydelse för sjuksköterskans utveckling.  Syfte: Syftet var att belysa upplevelsen av att vara nyexaminerad sjuksköterska. Metod: Designen var allmän litteraturöversikt. Litteratursökningen genomfördes i databaserna CINAHL Complete, PubMed och PsycINFO. Elva vetenskapliga artiklar identifierades, kvalitetsgranskades och analyserades.  Resultat: Resultatet illustrerar upplevelsen av att vara nyutexaminerad sjuksköterska. Första tiden speglade känslor av kaos, överväldigande och ansvar. Den nyutexaminerade sjuksköterskan upplevde rädsla att göra fel, säga fel och verka okunnig. Handledning och stöd ansågs som viktiga incitament i transitionen liksom att bli accepterade av kollegor och erkänd för sin kunskap. Professionell yrkesstolthet och självförtroende utvecklades med tid och erfarenhet.  Diskussion: Resultatet diskuteras utifrån omvårdnadsforskaren Patricia Benners teori att gå från novis till expert samt tidigare forskning. Diskussionen belyser hur nyutexaminerade sjuksköterskor ur ett internationellt perspektiv, upplevde ett glapp mellan utbildning och yrkesroll, osäkerhet i förhållande till patientsäkerhet och omvårdnad samt att introduktion och handledning under den första tiden var av stor betydelse. / Background: The profession of nursing has its own dicipline and there is a high level of trust in society for the qualified nurse's skills. The vocational role is presented as complex and multidimensional. The transition from student to newly graduated nurse is described as a central event where the first period in the profession is of great importance for the nurse's development. Aim: The aim was to highlight the experience of beeing a newly graduated nurse.  Method: The design was a general literature review. The literature search was conducted in the databases CINAHL Complete, PubMed and PsycINFO. Eleven scientific articles were identified, quality-reviewed and analyzed. Results: The result illustrated the experience of being a newly graduated nurse. The first period reflected feelings of chaos, overwhelming and responsibility. The newly graduated nurse experienced fear in making mistakes, saying the wrong thing or to appear unskilled. Tutoring and support were considered as an important incentive in the transition, as well as being accepted by colleagues and recognized for their knowledge. Professional pride and self-confidence were developed with time and experience. Discussion: The result is discussed based on Patricia Benner's theory, from novice to expert and previous research. The discussion illustrates how newly graduated nurses from an international perspective, experienced a gap between education and vocational role. Furthermore, insecurity in relation to patient safety and caring, and finally how the introduction and preceptorship initially was of great importance for the nurses.

Bakgrund: Nya sjuksköterskor upplever svårigheter med att möta den nya yrkesrollen. För att stödja nyexaminerade att växa in i sjuksköterskerollen samt för att utveckla sin kompetens och praktiska färdigheter spelar introduktionsprogram så som kliniskt basår samt ledarskapet en viktig roll. Syfte: Syftet med denna studie är att beskriva vårdenhetschefers erfarenheter av att skapa förutsättningar för nyexaminerade sjuksköterskor att växa in i sin professionella yrkesroll under kliniskt basår. Metod: Studien är baserad på en kvalitativ metod. Med hjälp av semistrukturerade intervjuer samlades data in från nio vårdenhetschefer och analyserades sedan genom kvalitativ innehållsanalys. Resultat: Resultatet baseras på fem kategorier som beskriver hur vårdenhetschefer skapar förutsättningar för de nya sjuksköterskorna på vårdavdelningen: organisera introduktion till vårdarbetet, värna om personalgruppen, skapa tillfälle för lärande, att utöva ett engagerat ledarskap samt ha en stödjande attityd. Slutsats: Resultatet visar på att det är många faktorer som påverkar sjuksköterskornas förutsättningar och att vårdenhetschefernas förhållningssätt är komplext. Genom att visa stöd, genom att delta i sjuksköterskornas socialiseringsprocess och genom att organisera introduktion och vårdarbete efter individuella behov så kan det främja sjuksköterskors lärande och rollbyggande. Det kräver ledare som är aktiva och engagerade och som förstår sin roll i den process det innebär för sjuksköterskor att växa in i yrkesrollen. De förutsättningar som presenteras i resultatet skulle kunna stärka nya sjuksköterskor i att växa in i den professionella yrkesrollen samt bidra till att de stannar kvar i yrket. / Background: New graduate nurses experience difficulties in meeting the expectations of the new professional role. Leadership has been shown to be important when supporting new graduate nurses develop a professional role and develop competence and practical skills. Aim: This study aims to describe nurse managers´ experiences of creating prerequisites for new graduate nurses to grow into the new professional role during an introduction program. Method: A qualitative method was used in this study. Data was collected through semi-structured interviews and analyzed using qualitative content analysis. A total of nine managers were interviewed. Results: The result presents five categories shown to be important when managers support new graduate nurses to grow into the new professional role: organize introduction to the clinical work, care for the group of personnel, create opportunities for learning, exercise a committed leadership and having a supportive attitude. Conclusion: The result suggests that many factors affect nurse's conditions on the ward and that the manager's approach is complex. By showing support, participating in nurse's social process and by organizing the introduction and clinical work, it could promote learning and professional role-building among new graduate nurses. This requires leaders who are active and dedicated, and understand their role in the nursing process of growing into the professional role. The conditions that are presented in this study could strengthen new graduate nurses to grow into the professional role and could promote their intention of remaining in the profession.

Background: Studies have demonstrated that new graduate nurses' (NGNs) transition experience is complex and often negative leading to dissatisfaction with nursing and increased attrition. Many existing studies of NGNs' transition experience are small, qualitative, concerned with NGNs experiences in the West. No study has been conducted to date examining NGNs' transition experience in any of the developing countries where the cultural context and nursing education and practice are different to those in the West. Aim: To explore the experience of NGNs during their transition period in one of the developing countries, the Sultanate of Oman. Method: Qualitative case study utilising an embedded-single case design was conducted to investigate the transition experience of baccalaureate NGNs graduating from Sultan Qaboos University (SQU) and working at Sultan Qaboos University Hospital (SQUH). Data were collected from the perspective of NGNs and also from the perspective of other key informants using triangulated methods. This includes individual and focus group interviews, observation and documentary analysis. Results: Four over-arching themes are identified from NGNs' transition experience in the Sultanate of Oman. These are 'Studying Experience'; 'Role Transition'; 'Working Conditions' and 'Status of the Nursing Profession'. This study showed that nursing is not an attractive choice for Omani students to study and pursue as a future career because of its low status. During the transition period, NGNs experienced reality shock which mainly resulted from a theory-practice gap. NGNs had limited practical experience but a high level of theoretical knowledge, which they were unable to utilise in practice. They found the working environment to involve many competing priorities resulting in task-orientation and compromised patient care. This study showed that many NGNs resented their involvement in basic nursing care, which they believed should not be part of their role as degree nurses. Despite the challenges of the transition period, many NGNs remarked that nurses play the most important role at the hospital and they are proud being nurses. Conclusion: Omani NGNs' transition experience is complex and similar in many respects to NGNs experience in the West. However, there are distinctive challenges Omani NGNs faced due to the Omani culture, working environment and the status of nursing in Oman.