Background: Work-related stress among newly graduated nurses is a problem that results in ill health for the nurses and negatively impacts patient care, risking patient safety. For newly graduated nurses to provide quality and safe nursing care despite work-related stress, it is necessary to understand their experience regarding how work-related stress affects their nursingpractice. Purpose: The aim was to shed light on newly graduated nurses' experiences of work-related stress. Method: A general literature review, including ten original articles, was analysed using Graneheim & Lundmans method of qualitative content analysis. Results: The results of the literature study identified two categories and five subcategories: The transition from theory to practice with the subcategories of Managing unexpected workload, Being clinically ignorant, and Fear of making mistakes. New to the team with subcategories, Adapting to the healthcare team and Meeting expectations. Conclusions: The experience of work-related stress among newly graduated nurses affects their nursing practice and jeopardizes patient safety. With support from experienced nurses, colleagues, and adequate preparation, the transition process can be facilitated, enabling newly graduated nurses to provide quality and safe nursing care more easily. Further research: A longitudinal study would enable investigation of possible patterns and trends regarding stress levels, coping strategies and their impact on nurses' well-being, with a specific focus onnursing work and patient safety.

Yes / The Royal College of Midwives (RCM) reports that between 5–10% of newly qualified midwives (NQM) leave the profession in the UK within a year of registration, with similar losses reported internationally (RCM 2010). NQMs are in a position of vulnerability and are highly susceptible to workplace adversity that subsequently may affect their emotional well-being. This literature review explores the experiences of NQMs surrounding their emotional well-being within the first 12 months of transition. Following a thorough search and appraisal of the literature, four papers were reviewed. Two key themes were identified consisting of factors that challenge NQMs’ resilience causing negative emotional well-being, and factors that enhance resilience, promoting positive emotional well-being. The findings of this review demonstrate that there is a need for the consistent implementation of protective mechanisms such as structured preceptorship and supportive mentorship. Such interventions may improve physical and emotional well-being, increase retention and better prepare NQMs for the journey ahead; ultimately also improving quality of care for women and patient safety.

This quantitative non-experimental descriptive correlational design sought to answer the question if there was a difference in newly licensed RN (NLRN) performance at one-year post hire after participation in a nurse residency program that offers a formalized curriculum that extends throughout the entire year, one that offers a formalized curriculum that does not extend throughout the entire year, or one that does not provide a formalized curriculum. The study utilized the Six Dimension Scale of Nursing Performance (SDNP) and evaluated NLRN performance on six subscales: leadership, critical care, teaching/collaboration, planning/evaluation, interpersonal relations/communication, and professional development at one-year post hire. Benner’s novice-to-expert model served as the theoretical framework for this study. The results of the Mann-Whitney U test revealed there was not a statistically significant difference between the type of nurse residency the NLRN participated in and his or her self-reported performance on the individual subscale scores of the SDNP. The results of the point-biserial correlation based on how well the NLRN performed the task did not reveal any significant correlations between the nurse residency and performance. However, a negative correlation was noted within the critical care (r = -.052) and the planning/evaluation (r = -.050) subscale scores. Results from this study corroborate what the literature has previously noted. NLRNs need an experiential opportunity to transition into the practice environment and progress on the novice-to-expert continuum.

Reception of newly arrived students - an interview study on inclusionThe increased number of newly arrived pupils put the Swedish school under pressure. Previous research shows various organizational models and highlights the difficulty with inclusion. The purpose of my study is to investigate how the inclusion of newly arrived pupils that take place, based on their different organizational models and in witch way inclusion take place. The empirical material consists with interviews. The study results show that there are advantages to the preparation of class and how inclusion can be remedied. The study is viewed from the teachers' perspective. Furthermore, the result shows that the teachers' attitude, competence and, above all, the relationship with the students is crucial for creating an inclusive education. It is up to the schools themselves to decide which organizational model should be applied. For further research, a research interest that focus on examining newly arrived pupils' perspectives, about the preparation classes has been developed.

Background: previous studies have revealed that newly hired nurses experience stress and anxiety when entering a new clinical setting. Failure to support and prepare these nurses may affect their ability to deliver the required level of nursing care. Preceptorship is a time limited, organised clinical instructional programme, which promotes staff development, improves nursing education, reduces nursing shortages, promotes staff retention and decreases staff turnover. Little evidence expounds about how newly hired nurses perceive preceptorship. The impact of preceptorship on the clinical nursing care of newly hired experienced nurses has not been investigated or verified globally neither has it been investigated from a Saudi context. Aims and Objectives: the study aimed to explore the nature of preceptorship and its impact on clinical nursing care as perceived by the nurses who had taken part in a preceptorship programme in Saudi Arabia. The study elicited the participants' understanding and expectations of the preceptorship programme in an attempt to identify those factors that may be directly related to the success or failure of the programme. Furthermore, it aimed to examine the role of preceptorship in developing the clinical practice of newly hired experienced nurses. Methodology: a qualitative design based on the principles of naturalistic inquiry underpinned this study. Thirty national and international nurses of five different grades across wards in one Saudi hospital were first purposively and subsequently convenience sampled to take part in the study. Most participants were of international origin, possessing various levels of experience and education. Preceptees were younger and less experienced than other programme stakeholders. Data were generated using tape-recorded semi-structured individual and focus groups interviews. This action was also supported by a review of the hospital's preceptorship policy documents. All the interviews were transcribed verbatim and analysed concurrently using thematic analysis based on a constant comparative method. Findings and discussion: Six themes were derived from the interview data to generate an account of participants' experiences. Social learning theory was used as an explanatory framework for understanding the study's findings. Thus, preceptorship was seen as an important supportive, learning process, although inconsistencies were highlighted related to the participants' understanding and expectations of the programme. The duration of preceptorship was also contested with some needing longer than allocated. Hence, confusion arose regarding when preceptorship should begin and end due to ambiguities within the preceptorship policy documentation. Furthermore, participants perceived preceptorship had a mixed impact on clinical nursing care depending on preceptee/preceptor preparation and workload. Surprisingly recruitment was found to have the biggest impact on the success or failure of the preceptorship programme an unexpected and new finding highlighted by this study. Conclusion: preceptorship is important for the integration of newly hired experienced nurses into their new roles. The meaning of preceptorship as applied to each hospital needs to be defined and articulated clearly and concisely. In order to meet the objectives of preceptorship, policy documentation needs to be clearer, and recruitment processes need to be reviewed in order to match both preceptee experience and qualifications with organisational requirements.

BakgrundTransitionen från student till yrkesverksam sjuksköterska kan vara svår och utmanande och än mer utmanande som ny inom akutsjukvården. Författarna kommer beskriva sjuksköterskans profession, vad det innebär att vara nyexaminerad sjuksköterska samt vad som menas med transition. Även begreppet akutsjukvård och dess olika kontexter kommer beskrivas. Vidare beskriver författarna Duchschers (2008) transitionsteori. SyfteAtt sammanställa kunskap om nyexaminerade sjuksköterskors upplevelser av att arbeta inom akutsjukvård. MetodStrukturerad litteraturstudie med inslag av grunderna för systematisk litteraturöversikt. ResultatSammanställningen av artiklarna i denna litteraturstudie resulterade i tre kategorier Första tiden i yrket, Vikten av support och Upplevelsen av arbetsmiljön. Samt åtta subkategorier Upplevelsen av transition, Introduktion på arbetsplatsen, Utveckling inom professionen, Upplevelsen av teamwork, Kommunikation, Behov av stöd, Brist på erfaren personal och Arbetsbelastning. SlutsatsTransitionen från student till sjuksköterska kan vara utmanande på flera sätt, både inom yrkesrollen och privat. Minskad arbetsbelastning och en adekvat introduktion skulle kunna hjälpa till i transitionen från student till yrkesverksam sjuksköterska. Viljan av utveckling och skapande av erfarenheter var stärkande för nyexaminerade sjuksköterskor i tron på sin kompetens. / BackgroundThe transition from being a student nurse to becoming a registered nurse can be hard and challenging, even more challenging by being new in the emergency care. The writers will describe nurses’ profession, what it means to be a newly graduated nurse and also explain transition. Further on the writers will describe the concept emergency care and the different context where emergency care can occur. The writers will also describe Duchscher (2008) transition theory. AimTo compile knowledge of newly graduated nurses´ experiences of working in acute caresetting. MethodA review of literature with the basics from a systematic review. ResultsThis review resulted in three categories Early in the profession, The importance of support and Experience of the work environments. Eight subcategories were identified these were Experience of transition, Introduction in the workplace, development within the profession, Teamwork experience, Communication, Need for support, Lack of experienced staff and Workload. ConclusionsThe transition from student nurse to registered nurse can be challenging in many ways, both within the profession as well as the private life. Reduced workload and an adequate introduction could help in the transition from student to professional nurse. The will of development and the hunt for experiences were empowering for the newly graduated nurses in the beliefs in their own competence.

Background: One of nine women will at some point in life be treated for breast cancer. When a woman receives a cancer diagnosis, it can be a trigger of a life crisis, which manifests itself in different phases: shock phase, reaction phase, processing phase and reorientation phase. Breast cancer affects the women's lifeworld and create suffering. Aim: The aim of this study was to describe women's experiences of receiving a breast cancer diagnosis. Method: This is a literature-based study of twelve qualitative articles. The articles was analyzed according to a qualitative content analysis of Graneheim and Lundman (2004). Results: The findings of this study were that women with a newly-diagnosed breast cancer went through a life crisis while diagnosed. Three themes emerged; 1: 'To receive the diagnosis of breast cancer'. Subthemes that emerged in this theme was; 'To be in shock', 'Fear of the disease progress and its consequences', and 'Uncertainty about the future'. 2: 'Strategies to master the new life situation'. Subthemes was; 'Activities to manage everyday life', 'Trust in spirituality' and 'To accept the diagnosis'. 3: 'The inherent meaning of support'. Subthemes was; 'The importance of health professionals supportive and informative role' and 'The significance of family and friend's support'. Conclusion: Receiving a breast cancer diagnosis is manifested as multifaceted and had a great impact on women's lives. Spirituality had a great significance for women's life-world. How the diagnosis was received, was highly individual.

The aim was to find out the experiences of mentoring and its introduction in social services. The object was achieved by interviewing experienced social worker who had a few years of work experience in social services. Our study was an attempt to understand how mentoring can be seen during the induction period for newly qualified social workers in social services. To get an understanding of the interviewees' perceptions of mentoring, we tooke help of a Human Resources perspective. In the study, we used a qualitative research with data collection based on semi-structured interviews. The sample consisted of a convenience sample of five experienced social workers in department’s financial assistance and child and youth care. According to the study result it is important to have a mentoring and a comprehensive introduction, since it benefits the entire organization. All respondents in the study felt that a mentoring provides security and a check for recent graduates. Based on the results we have seen that even if an organization has an elaborate mentoring program/introduction program it’s not guaranteed to be completed. / Syftet med studien var att undersöka erfarna socialsekreterares uppfattningar kring mentorskap samt den introduktion nyutexaminerade får inom socialtjänsten. Syftet uppnådes genom intervjuer med erfarna socialsekreterare som har arbetslivserfarenheter inom socialtjänsten. Studien kan ses som ett försök till att förstå hur mentorskap kan uppfattas under introduktionsperioden för nyutexaminerade socionomer inom socialtjänsten. För att få en förståelse för intervjupersonernas uppfattningar kring mentorskap har ett Human Resource (HR) perspektiv använts. Studien är kvalitativ och baserad på semistrukturerade intervjuer. Urvalet bestod av ett fem erfarna socialsekreterare inom avdelningarna ekonomiskt bistånd och barn- och ungdomsvården. Resultat påvisade vikten av att tillämpa ett mentorskap och en innehållsrik introduktion. Detta var något som gynnade hela organisationen. Mentorskapet upplevdes bidra till trygghet och kontroll för de nyutexaminerade. Utifrån resultatet har vi kunnat konstatera att även om en organisation har ett utarbetat mentorskapsprogram/introduktionsprogram är det inte garanterat att det fullföljs.

The thesis seeks to examine how newly arrived students are welcomed and introduced to the Swedish school system in Uppsala municipality. When organizing the structure of integrating immigrant children, municipalities in Sweden use different models. Depending on the model, different values are favored such as integration/segregation and collectivism/individualism.  Through interviews and textual analysis the model used in Uppsala is studied as an example of how municipalities choose to organize the structure around newly arrived students. The results show that the ambition in the organization in Uppsala is to actively use integration promoting arrangement in their every day work as well as they’re aiming to find individual solutions for each and everyone. The reality, however, reflects a lack of awareness about to what extent individual arrangements are in fact carried out and the special needs an immigrant child might have in comparison to other children. The mere existence of the school unit LYSA, which is responsible for children who have not yet received a placement in one of the permanent schools in the city, is also a drawback in achieving the ambition of the municipality, as LYSA is a separate unit that makes integration harder.

Detta examensarbete handlar om att få en ökad förståelse och kunskap om förskollärares upplevelser av nyanlända familjer i den svenska förskoleverksamheten.Genom semistrukturerade kvalitativa intervjuer med några förskollärare i en förskola med många nyanlända barn, har jag undersökt hur de upplever mötet med nyanlända familjer i den svenska förskolan.Resultatet visar att de upplever mötet som lärorikt och spännande men även komplext. Kulturkrock gör att förskollärarna får utveckla och anpassa verksamheten. Att se på förskolan som en plats för integration för de nyanlända familjerna är viktigt anser respondenterna i studien. Man försöker samtidigt arbeta med inflytande och delaktighet från olika kulturer. I studien kopplas detta ihop med vilka rättigheter som finns i läroplanen för barn och vårdnadshavare att kunna påverka förskolans verksamhet. / This study examines to get an increased understanding and knowledge of pre-schools teachers experience about newly arrived families in the Swedish pre-school.By using semi-structured, qualitative interviews with some working educators in a pre-school with many new arrived children, I have examined how they experience the meeting of new arrived families in the Swedish pre-school.The result shows they experience the meeting as exciting and educational but also complex. To avoid a clash of cultures the teachers for pre-school needs to develop and adapt the pre-school. It´s important to look on the pre-school like a place for integration for the new arrived families consider the respondents in the study. The teachers also try to work with influence and participation from different cultures. The study will connect with which rights contained in the pre-school curriculum for children and parents to affect the pre-school.