Bakgrund: Varje år examineras över 4000 sjuksköterskor i Sverige. De blivande sjuksköterskorna beskriver rädsla och stress relaterat till den kommande yrkesrollen, men känner sig ändå redo för yrkeslivet. Syfte: Att beskriva nyutexaminerade sjuksköterskors upplevelser under första året som yrkesverksamma. Metod: Allmän litteraturstudie utförd på ett systematiskt sätt. Resultatet bygger på en manifest innehållsanalys baserat på tjugo vetenskapliga artiklar samt två doktorsavhandlingar. Resultat: Övergången från student till yrkesverksam upplevs ofta som traumatisk och de nyutexaminerade sjuksköterskorna känner sig dåligt förberedda för verkligheten som legitimerad sjuksköterska. De finner att ansvaret är större än de tidigare uppfattat, en konstant tidsbrist samt att det var svårt att bli socialt accepterad på avdelningen. Diskussion: De centrala fynd som diskuterades är verklighetschocken, svårigheterna med att passa in på avdelningen samt den ifrågasatta kompetensen. Slutsats: Det första året upplevdes som påfrestande och det blev tydligt för författarna att något bör göras för att underlätta övergången. / Background: Every year over 4000 new registered nurses graduates in Sweden. The nurses to-be describe fear and stress related to the upcoming role, but still they feel ready for the nursing profession. Aim: To describe new graduate nurses experiences during first year of practice. Method: Literature review done systematically. The result is based on twenty scientific articles and two dissertations and interpreted with a manifest content analysis. Result: The transition from student to registered nurse is often perceived as traumatic and the new graduated nurses feel inadequately prepared for the reality as a registered nurse. They found the responsibility to be greater then they previously had perceived, a constant lack of time and it´s hard to be socially accepted on the ward. Discussion: Central key findings that were discussed are reality shock, difficulties to fit in on the wards and the questioned competence. Conclusion: The first year was experienced as stressful and it became clearly to the authors that something should be done to facilitate the transition.

En litteraturbaserad studie har gjorts med analys av tio kvalitativa studier mellan 2007-2016. Alla som väljer att utbilda sig till sjuksköterska i Sverige genomgår en tre år lång utbildning som leder till en akademisk och en yrkesexamen. Att gå från utbildning och börja arbeta som sjuksköterska är ett stort steg, och många främmande situationer finns framför dem. Efter genomgången utbildning får de en legitimation, men de saknar erfarenhet. Det är en lång process att komma in i rollen som sjuksköterska. Det innebär även ett stort ansvar och stressen kan bli hög, vilket får en del av de nya sjuksköterskorna att vilja byta karriär.  I den här uppsatsen har artiklar granskats som behandlar just fenomenet upplevelser hos den nyutexaminerade sjuksköterskan under det första året. Artiklarna söktes fram ur databaserna Cinahl, ProQuest och PubMed som innehåller artiklar i omvårdnad, psykologi och medicin inom humanvetenskap. Resultaten i studierna analyserades och sammanställdes till ett resultat.   Resultatet visar att de nya sjuksköterskorna upplevde att det var ett stort glapp mellan studierna och realiteten. De fick känsla av att de inte hade tillräckligt mycket kunskap både vad det gäller omvårdnaden och bedömningar av patienterna, samt för att leda undersköterskor i arbetet. De upplevde ett stort ansvar då yrket regleras av lagar och förordningar. Det kunde även vara svårt att komma in i gänget bland kollegorna och en hierarkisk ordning bland professionerna förekom.  De nyutbildade sjuksköterskorna upplevde ett stort behov av stöd för sin yrkesutveckling. Stödet kunde komma från organisationen de jobbade på genom handledning och struktur. Kollegorna på jobbet kunde ge ett stort stöd för dem både emotionellt och praktiskt. Vissa saknade stöd från dessa håll och förlitade sig på sina egna strategier istället. Det kunde vara bland annat att umgås och prata med vänner och familj.  Trots att utvecklingen från studerande till erfaren sjuksköterska var utmanande och ofta upplevdes svår så var de flesta deltagarna stolta över sitt yrke som sjuksköterska. / Background: Registered nurses is a profession with long tradition and the profession has undergone many changes over time. In Sweden, today, nursing education leads to an academic degree but also provides a vocational degree. Profession as a nurse requires much of the practitioner for this to be considered competent to maintain credentials. The path from novice to expert is long while the lack of nurses is large and many choose to leave the profession. Aim: The aim was to describe how newly graduated nurses’ experience their first year as professional nurses. Method: A literature-based study was conducted in which ten qualitative studies were retrieved from the databases Cinahl, Proquest and Pubmed. The studies were subjected to quality assurance and Friberg's five-step analysis.  Result: Through the analysis, the results of the articles were compiled into a new result, in which three themes, and nine subthemes were formed. The main themes were “unreasonable expectations about the new profession”, “the first year - a reality shock” and “the need for support in the workplace”. Conclusion: The first year of occupational nurses was experienced a difficult period and was lined with feelings of unpreparedness for what the profession meant and expectations of the profession that did not really correspond. The need for support was considered important for transition from education to professional nurse to be successful. The workplace of the graduates graduated was crucial for whether the nurse came to stay in the profession or not.

Den svenska sjuksköterskeutbildningen har genomgått flera förändringar under historien. Idag får lärosätena själva utforma utbildningen så länge målen uppfylls. Efter examen förväntas den nyutexaminerade sjuksköterskan ha den kunskap som sjuksköterskearbetet kräver. Sjuksköterskans arbete innebär ett stort ansvar för andra människor i relation till liv och hälsa. Dock har inte nyutexaminerade sjuksköterskor tillräckligt med kunskap för alla situationer de kan förväntas möta. Ett bra stöd kan underlätta övergången. Dock visar forskning att nyutexaminerade sjuksköterskor fortfarande upplever hög arbetsbelastning och stress. Övergången från student till sjuksköterska kan således ses som problematisk. Studenter upplever blandade känslor inför att anta rollen som sjuksköterska. Syftet med studien var att belysa sjuksköterskestudenters förväntningar inför kommande yrkesroll. Data samlades in genom åtta semistrukturerade intervjuer. Informanterna var sjuksköterskestudenter i termin fem på högskolan i Borås. Intervjuerna analyserade utifrån en innehållsanalys med induktiv ansats. Resultatet presenterades genom två huvudkategorier; Positiva förväntningar och Negativa förväntningar, med sex subkategorier; Mötet med människan, Rollen som sjuksköterska, Utveckling av kunskap, Brist på erfarenhet, Hög arbetsbelastning och Brist på stöd. Resultatet visar att sjuksköterskestudenters förväntningar till stor del stämmer överens med nyutexaminerades upplevelser. De negativa förväntningarna ses kunna bero på omfattande problem avseende sjuksköterskeprofessionen i förhållande till sjuksköterskeutbildningen samt vårdverksamheten. Författarna uppmanar till att stärka forskning om sjuksköterskestudenters förväntningar. Såväl sjuksköterskeutbildningen som vårdverksamheten har ett ansvar för att gemensamt hitta en lösning. Politiker måste också ta sitt ansvar. Sjuksköterskestudenter måste ges optimala förutsättningar för en god hälsa i övergången samt anständiga arbetsvillkor, vilket också kan öka förutsättningarna för en patientsäker vård.

Submitted by Jakeline Ortega (jakortega@unoeste.br) on 2017-06-03T15:00:13Z No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Tania Cristina Silva Pessoa.pdf: 736598 bytes, checksum: 589ef6defbf716efd48cf9d24cd152c7 (MD5) / Made available in DSpace on 2017-06-03T15:00:13Z (GMT). No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Tania Cristina Silva Pessoa.pdf: 736598 bytes, checksum: 589ef6defbf716efd48cf9d24cd152c7 (MD5) Previous issue date: 2016-11-30 / This study was attached to a research line titled “The School Education and Pedagogical practice of a Professional Teacher”, a part of the Postgraduate Program in Education from Universidade do Oeste Paulista, which has as theme the difficulties and problems that a teacher faces during its trajectory and professional insertion. The main idea was to identify and to analyze the construction of teacher’s identity through the perception of the beginning teachers at the moment of their career insertion, as well as understanding the conflicts and difficulties at this process. In a specific way, the research aimed to find out which are the dilemmas and the difficulties founded by teachers in the beginning of their career; to identify the formative activities that Public School System and schools provide to them and which one contribute to the construction of their identity; to investigate the moments that occurs the exchange of knowledge between the peers; to analyze the perception that this teachers have about their own formation at the professional context; to show the distance between beginning formation and practice and how this impact when they are inserted at the school environment.The methodology used was qualitative descriptive and interpretative, having as technical procedure a bibliographical research. The searches were done in digital databases such as Capes, SciELO e BDTD. For data collection it was used a questionnaire and a semistructured interview, applied to eight (8) beginner teachers of Rancharia – SP. For the data analysis, four categories were established according to Bardin (2009): The choice of teaching; Teacher’s insertion and the reality shock; Construction of professionalism and teaching identity and Future projections. As a result of the research, it was pointed that teachers who chose teaching career do that because they believe that there is a big professional field in the area; they also realize that the initial training was not enough to overcome with the problems that they deal with the profession, contextualizing such perceptions through "clash of reality”; they look for a recognition for their skills, constructing by this way , their daily identity as workers through action/reflection/action of their own pedagogical practice and continuous formation to keep into their profession. Therefore, we concluded that this study can create discussions and reflections about policies to support beginner teachers and process of teacher’s formation. / Esta pesquisa vinculou-se à linha de pesquisa intitulada "Formação e Prática Pedagógica do Profissional Docente", do Programa de Pós-Graduação em Educação da Universidade do Oeste Paulista, que teve como temática a problematização da trajetória docente e as dificuldades em sua inserção profissional. O objetivo foi identificar e analisar a construção da identidade docente, a partir do olhar do professor iniciante no momento de sua inserção na carreira, bem como compreender os conflitos e dificuldades neste processo. Buscou-se verificar os dilemas e dificuldades encontrados no seu início de carreira; identificar atividades formativas que a Rede Pública de Ensino e a escola oferecem a estes professores e que colaboram para a construção de sua identidade; investigar os momentos em que ocorre a troca de saberes entre os pares; averiguar a percepção que os professores iniciantes têm a respeito de sua própria formação no contexto profissional; explicitar o distanciamento que há entre a formação inicial e a prática docente e a implicação no momento de sua inserção no ambiente escolar. A metodologia teve uma abordagem qualitativa, de caráter descritivo-interpretativo. Como procedimento realizou-se uma pesquisa bibliográfica com buscas nas bases de dados digitais como Capes, SciELO e BDTD, e para a coleta de dados, utilizou-se questionário e entrevista semiestruturada, aplicada a oito docentes iniciantes da Rede Municipal de Rancharia/SP. Para as análises foram construídas quatro categorias segundo Bardin (2009), a saber: A escolha da docência; Inserção docente e o choque da realidade; Construção da profissionalidade e Identidade docente e Projeções futuras na docência. Os resultados da pesquisa indicaram que os professores ingressantes na carreira docente o fazem porque acreditam que há um maior campo de atuação profissional na área; percebem que a formação inicial não foi suficiente para suprir os problemas com os quais se deparam na profissão, contextualizando tais percepções por meio do “choque com a realidade”; desejam ver o resultado dos seus trabalhos reconhecidos por suas competências, construindo, desse modo, a identidade profissional diária, a partir da ação/reflexão/ação da sua própria prática pedagógica e a busca de formação continuada para prosseguir na profissão docente. Concluímos que esse estudo poderá suscitar discussões e reflexões sobre políticas de apoio ao professor iniciante e processos de formação de professores

Text in Afrikaans / In hierdie studie is gepoog om insig in die beroepsmobiliteit van maatskaplike werkers te verkry. Om dit te kon bereik, is eerstens 'n uitgebreide literatuurstudie onderneem en is die aard van beroepsmobiliteit, faktore wat 'n invloed op die beroepsmobiliteit van maatskaplike werkers kan he en die gevolge daarvan op maatskaplikewerkdienslewering, die maatskaplike werker en die maatskaplikewerkorganisasie verken en beskryf. Tweedens is 'n empiriese studie onderneem en is inligting oor die navorsingsonderwerp deur middel van posvraelyste as data-insamelingsinstrument by maatskaplike werkers en maatskaplikewerkorganisasies verkry. Die empiriese studie het aangedui dat maatskaplike werkers meestal aan onrealisties hoe roleise in die werksituasie en hul persoonlike lewens blootgestel is en dat die omgewings waarin hul figureer, soos die werksomgewing en persoonlike omgewings, dikwels as onvriendelik beleef word en dat dit 'n stabiele arbeidsmag verhinder. Faktore wat met die werksomstandighede van maatskaplike werkers verband hou, dra by tot die beroepsmobiliteit van maatskaplike werkers, sowel as faktore wat met persoonlike omstandighede verband hou, terwyl oorplasings en bevorderings ook 'n rol in die werksomset van maatskaplike werkers speel. Interaksie en wedersydse beinvloeding tussen die verskillende faktore vind voortdurend plaas. Daar is tot die gevolgtrekking gekom dat die maatskaplike werker, deur beroepsmobiel te wees, poog om 'n passing tussen roldruk en omgewingsdruk te bewerkstellig. Met betrekking tot die gevolge van die werksomset van maatskaplike werkers, is bevind dat maatskaplikewerkdienslewering, die maatskaplike werker en die maatskaplikewerkorganisasie positief en negatief beinvloed word wanneer maatskaplike werkers van werk verwissel of ophou om beroepsarbeid te verrig. Tendense kon deur die ondersoek vasgestel word en dit kan hydra tot die ontwikkeling van 'n teorie oor die beroepsmobiliteit van maatskaplike werkers. Aanbevelings is gemaak ten einde die beroepsmobiliteit van maatskaplike werkers te verminder en/of te voorkom / This study attempts to gain insight into the occupational mobility of social workers. In order to achieve this, an· extensive literature study was undertaken and the nature of occupational mobility, factors that could affect the occupational mobility of social workers and the consequences thereof on the delivery of social work, the social worker and the social work organisation were explored and described. Secondly, an empirical study was undertaken and information on the research topic was obtained from social workers and social work organisations through postal questionnaires as data gathering instruments. The empirical study indicated that social workers are mostly exposed to unrealistically high role demands in the work situation and in their personal lives and that the environments in which they figure, such as the work and personal environments, are often experienced as unfriendly and that these hinder a stable labour force. Factors related to the working conditions as well as to the personal situations of social workers contribute to the occupational mobility of social workers while transfers and promotions also play a part in the work turnover of social workers. Interaction and mutual influencing between the various factors take place constantly. It is concluded that occupational mobility is the result of the social workers' efforts to bring about a harmony between role and environmental pressures. With regard to the work turnover of social workers, it was found that the delivery of social work service, the social worker and the social work organisation are affected positively and negatively when social workers change jobs or cease to perform professional work. The study was able to pinpoint trends and this can contribute to the development of a theory on the occupational mobility of social workers. Recommendations were made to reduce and/or prevent the occupational mobility of social workers / Social Work / D. Phil. (Maatskaplike Werk)

Text in Afrikaans / In hierdie studie is gepoog om insig in die beroepsmobiliteit van maatskaplike werkers te verkry. Om dit te kon bereik, is eerstens 'n uitgebreide literatuurstudie onderneem en is die aard van beroepsmobiliteit, faktore wat 'n invloed op die beroepsmobiliteit van maatskaplike werkers kan he en die gevolge daarvan op maatskaplikewerkdienslewering, die maatskaplike werker en die maatskaplikewerkorganisasie verken en beskryf. Tweedens is 'n empiriese studie onderneem en is inligting oor die navorsingsonderwerp deur middel van posvraelyste as data-insamelingsinstrument by maatskaplike werkers en maatskaplikewerkorganisasies verkry. Die empiriese studie het aangedui dat maatskaplike werkers meestal aan onrealisties hoe roleise in die werksituasie en hul persoonlike lewens blootgestel is en dat die omgewings waarin hul figureer, soos die werksomgewing en persoonlike omgewings, dikwels as onvriendelik beleef word en dat dit 'n stabiele arbeidsmag verhinder. Faktore wat met die werksomstandighede van maatskaplike werkers verband hou, dra by tot die beroepsmobiliteit van maatskaplike werkers, sowel as faktore wat met persoonlike omstandighede verband hou, terwyl oorplasings en bevorderings ook 'n rol in die werksomset van maatskaplike werkers speel. Interaksie en wedersydse beinvloeding tussen die verskillende faktore vind voortdurend plaas. Daar is tot die gevolgtrekking gekom dat die maatskaplike werker, deur beroepsmobiel te wees, poog om 'n passing tussen roldruk en omgewingsdruk te bewerkstellig. Met betrekking tot die gevolge van die werksomset van maatskaplike werkers, is bevind dat maatskaplikewerkdienslewering, die maatskaplike werker en die maatskaplikewerkorganisasie positief en negatief beinvloed word wanneer maatskaplike werkers van werk verwissel of ophou om beroepsarbeid te verrig. Tendense kon deur die ondersoek vasgestel word en dit kan hydra tot die ontwikkeling van 'n teorie oor die beroepsmobiliteit van maatskaplike werkers. Aanbevelings is gemaak ten einde die beroepsmobiliteit van maatskaplike werkers te verminder en/of te voorkom / This study attempts to gain insight into the occupational mobility of social workers. In order to achieve this, an· extensive literature study was undertaken and the nature of occupational mobility, factors that could affect the occupational mobility of social workers and the consequences thereof on the delivery of social work, the social worker and the social work organisation were explored and described. Secondly, an empirical study was undertaken and information on the research topic was obtained from social workers and social work organisations through postal questionnaires as data gathering instruments. The empirical study indicated that social workers are mostly exposed to unrealistically high role demands in the work situation and in their personal lives and that the environments in which they figure, such as the work and personal environments, are often experienced as unfriendly and that these hinder a stable labour force. Factors related to the working conditions as well as to the personal situations of social workers contribute to the occupational mobility of social workers while transfers and promotions also play a part in the work turnover of social workers. Interaction and mutual influencing between the various factors take place constantly. It is concluded that occupational mobility is the result of the social workers' efforts to bring about a harmony between role and environmental pressures. With regard to the work turnover of social workers, it was found that the delivery of social work service, the social worker and the social work organisation are affected positively and negatively when social workers change jobs or cease to perform professional work. The study was able to pinpoint trends and this can contribute to the development of a theory on the occupational mobility of social workers. Recommendations were made to reduce and/or prevent the occupational mobility of social workers / Social Work / D. Phil. (Maatskaplike Werk)