<p>The purpose of this literature study was to describe the experiences of the transition period.Data were collected through databases CINAHL and Medline / Pubmed 19 articles wereincluded in the study. The result was divided into five different items. Given the result thenewly graduated nurses found out that the process of transition was an uncertain timefollowed by faltering confidence. They were totally unprepared for the clinical work and theresponsibility which followed. The pressure and expectations from themselves and colleagueswere big and heavy to carry. Colleagues saw the most recent graduates as unprofessional and"eternal students". Good and constructive support and guidance shows that transition processis easier to handle while an inadequate support could affect the performance of graduates and,at worst, lead them leaving the profession. The great responsibility that the graduates facedwere experienced very stressful especially medical management and patient safety, increasedtheir anxiety and that they found it difficult to transfer their theoretical knowledge intopractice. The results also show the positive experiences of the newly graduates. Manyexperienced the transition process as challenging and evolving, and something that they couldlearn from.</p>

The purpose of this literature study was to describe the experiences of the transition period.Data were collected through databases CINAHL and Medline / Pubmed 19 articles wereincluded in the study. The result was divided into five different items. Given the result thenewly graduated nurses found out that the process of transition was an uncertain timefollowed by faltering confidence. They were totally unprepared for the clinical work and theresponsibility which followed. The pressure and expectations from themselves and colleagueswere big and heavy to carry. Colleagues saw the most recent graduates as unprofessional and"eternal students". Good and constructive support and guidance shows that transition processis easier to handle while an inadequate support could affect the performance of graduates and,at worst, lead them leaving the profession. The great responsibility that the graduates facedwere experienced very stressful especially medical management and patient safety, increasedtheir anxiety and that they found it difficult to transfer their theoretical knowledge intopractice. The results also show the positive experiences of the newly graduates. Manyexperienced the transition process as challenging and evolving, and something that they couldlearn from.

This case study research explores the effects of emotional support on four newly qualified Foundation Phase teachers in their first year of teaching, and how this affects their ability to teach reading. The research is qualitative and draws on data from from four sources to construct and interpret the different experiences of support within a conceptual framework derived from literature on the subject. The literature review is presented in two sections. Section 1 investigates the essential components of a reading programme to establish if the teachers were adequately prepared during pre-service training. Section 2 investigates the effects of support on newly qualified teachers‟ ability to teach. A key theme from Section 2 suggests that appropriate support positively affects first year teachers‟ ability to teach and implement the skills and knowledge acquired during pre-service training. Each teacher kept a journal, completed a questionnaire and was observed and interviewed between April and November 2008. The research draws out themes from the data about the support experienced by the participants during their first year and then correlates these experiences to their teaching of reading. Key findings suggest that these newly qualified teachers perceived themselves to be adequately prepared to teach reading but, without adequate support, they struggled to implement their newly acquired skills and knowledge and resorted to less effective strategies. This research seeks to add to the literature on how to support newly qualified teachers in their first year as a means to improving the teaching of reading in the Foundation Phase. in South African schools.

The purpose of this essay is to find out what new graduate teachers conceptions are of their own leadership in the classroom. The paper also aims to examine the different leadership styles the teachers perceive themselves to use. My study is based on qualitative data collected through interviews, where the informants are newly graduated teachers in grade 1 to 6. Using a qualitative approach has made it possible for me to get a deeper understanding of this study. I have also used previous research in this area where Arfwedson (1993), Franssons &amp; Morbergs (2001) and Paulin (2007) presents a number of experiences that student teachers and recent graduate teachers has shared. My study shows that newly qualified teachers faces difficulties to conquer their newly acquired roles for different reasons. It is also shown that the newly qualified teachers have a tendency, at first to be too authoritarian in their leadership i.e. too hard or too laissez-faire in their leadership, which means that the leader is passive in the leading role. However, the informants from my study feel they have found themselves in their leading role today through practical experiences, and the balancing act required for the leadership in the classroom.

Syftet med studien var att beskriva nyutbildade distriktssköterskors upplevelse av första tiden i yrket. Studien genomfördes som en semistrukturerad intervjustudie och hade en deskriptiv design. Intervjuerna genomfördes med tio nyutbildade distriktssköterskor inom primärvården i ett län i Mellansverige. Materialet analyserades med hjälp av kvalitativ innehållsanalys. Resultatet redovisas utifrån tre kategorier: Utbildningen förbereder för yrkesrollen men det mesta lärs genom att utöva yrket, Inställning och tidigare erfarenhet påverkar upplevelsen av att vara nybliven distriktssköterska och Viktigt med praktiska förutsättningar för att lära sig yrket. Distriktssköterskorna ansåg att utbildningen saknade vissa viktiga områden eller innehöll för lite om vissa områden vilket ledde till osäkerhet inför nya arbetsuppgifter. De distriktssköterskor som arbetat inom primärvården eller inom kommunal vård innan utbildningen upplevde inte distriktssköterskearbetet som svårt. De med enbart erfarenhet från slutenvård/akutsjukvård innan utbildningen upplevde det som krävande att vara nybliven distriktssköterska.Distriktssköterskorna beskrev distriktssköterskekunnandet som något som växte fram under och efter utbildningen i kombination med tidigare erfarenhet. Det innebar ett lärande under hela yrkeslivet. En viktig förutsättning för lärandet var att få praktiska förutsättningar på arbetsplatsen via introduktion och stöd från kollegor. / The purpose of this study was to describe how newly qualified district nurses' experience their first time in the profession. The study was carried out as a semi structured interview study with descriptive design. The interviews were conducted with ten newly qualified district nurses in primary care in central Sweden. Data was analyzed based on qualitative content analysis. The study resulted in three categories: Education prepares for the professional role but most is learnt by practicing the profession, Attitude and previous experience affect the experience of being a newly qualified district nurse and The importance of getting practical conditions to learn the profession. District nurses considered that the education lacked some important areas, or contained too little of certain areas resulting in uncertainty in facing new tasks. Those with prior experience from primary care or community care before the education experienced it as easy to become a district nurse. Those with experience only from emergency care before the education perceived it as challenging to be a newly qualified district nurse. District nurses considered the profession of district nursing as something that based on past experience grows and develops when practicing the occupation. That involves a lifelong learning. An important prerequisite for learning is introduction and support from colleagues.

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.

Introduction: As many recently qualified South African doctors pursue specialisation and sub-specialisation, projections indicate that the critical mass of medical practitioners required to support primary healthcare will continue to dwindle, with wholly inadequate numbers to sustain the country's proposed National Health Insurance plan. Little is known, however, about what newly qualified doctors on the verge of making career choices think of the speciality of Family Medicine (FM) and how these young doctors actually decide on what career options to pursue. Objectives: This study describes the career intentions of newly qualified doctors working in the four southern districts of Gauteng Province, the factors that influence their career aspirations, and their views on FM as a specialty. Methods: This is a descriptive cross sectional study using a self-administered questionnaire, which targeted 502 participants (interns N=396 and community service doctors N=106) in 2013. Results: Out of 368 questionnaires returned, 342 were eligible for analysis. More than two thirds (68%) of the respondents graduated from medical schools located in Gauteng Province. Only 5.3% were working in primary healthcare (PHC) facilities. The most chosen specialties were: surgical (32.2%), internal medicine (14.3%), and paediatrics (12.9%). FM was the least chosen specialty by only eight respondents (2.3%). Only 44% had ever considered FM as a career. Of these, 77% agreed that they were not well enough informed about the FM registrar-training programme to select this discipline. Only 16.8% thought they would be job satisfied working in a PHC facility, while 53.4% believed that FM would not be financially rewarding. Conclusions: A serious human resource shortage looms large in primary healthcare if most newly qualified doctors have no desire to enter general medical practice or work in PHC settings. This study highlights the need to urgently address current undergraduate, internship and registrar training programmes in South Africa with a view to marketing FM and making generalism attractive. / AC 2016

Background: The nursing workforce needs to be adequately prepared to deliver care to an increasingly diverse patient population in the United Kingdom (UK). The Nursing and Midwifery Council (NMC) expects newly qualified nurses (NQNs) to deliver culturally sensitive and respectful care. Aim: The study aimed to explore NQNs’ perceptions of culturally competent practice during the first 9 months post qualification. Methods: A qualitative longitudinal study was conducted with a volunteer sample of 14 NQNs recruited from 3 Higher Education Institutions in the north of England. Data was collected using directed reflections (at 2-3 and 5-6 months) and semi-structured interviews (at 8-9 months) and analysed using a phenomenological approach informed by symbolic interactionism. Results: Perceptions of culturally competent nursing practice were associated with core concepts such as individualised patient care, compassionate and respectful care, respecting individual differences, professionalism and patient trust. Specific behaviours were associated with verbal and non-verbal communication, care planning and diversity-specific adjustments. Discussion: Self-perceived competence and confidence in caring for, and interacting with, patients from diverse backgrounds developed and changed throughout the transition period with experience and interaction opportunities. An ability to reflect upon and learn from novel experiences, plus an enabling ward culture and environment which responded positively to nurses seeking advice and support was important. Conclusion: Educational preparation may have enabled NQNs’ opportunities to develop some but not necessarily all of the skills and behaviours required to demonstrate culturally competent practice. During transition, supported development and professional socialisation can assist in enhancing competence and confidence.

Qualified registered nurses are needed to provide bedside care to patients, yet there is a known registered nurse shortage in the United States, which has a global impact on the healthcare industry. Contributing to the nursing shortage is turnover, which is partly due to the inadequacies of preparation for role transition of newly qualified registered nurses. The purpose of this quantitative descriptive study was to determine if there was a relationship between retention and nursing career satisfaction of registered nurses who experience a transition to practice program and those who did not. Duchscher's transition shock theory served as the theoretical basis of this study. The Mariani Nursing Career Satisfaction Scale and the Turnover Intention Scale were completed by 271 registered nurses with 24 months or less of bedside clinical practice. Data collected were analyzed by performing a one-way multivariate analysis of variance. Results revealed there was no statistically significant difference between those who did and those who did not have a transition to practice program on the combined dependent variables of nursing career satisfaction and retention. A positive linear relationship was found between nursing career satisfaction and retention. Retaining satisfied nurses and easing the burden associated with transitioning into practice can impact positive social change. The positive social change can also impact other healthcare professionals, businesses, and consumers who are associated with the newly qualified registered nurse who is transitioning into practice. Results from this study can inspire future researchers to continue to focus on seeking effective methods that will increase nursing career satisfaction and retention of newly qualified registered nurses transitioning into practice.

Bakgrund: Varje år utexamineras cirka 4000 sjuksköterskor i Sverige. Nyutexaminerade sjuksköterskors ansvarsområde är omvårdnad och att som nyutexaminerad börja arbeta som sjuksköterska kan upplevas olika. Syftet: var att beskriva hur det upplevs att arbeta som nyutexaminerad sjuksköterska. Metod: En allmän litteraturstudie genomfördes och tolv vetenskapliga artiklar analyserades och beskrevs. Resultat: De nyutexaminerade sjuksköterskorna upplevde det som utmanande, stressande, oroande och utvecklande men kände sig otillräckliga i sitt arbete som sjuksköterska. Detta upplevdes när de arbetade självständigt och samarbetade med arbetskamrater och patienter. Praktiska moment som nyutexaminerade sjuksköterskor inte var vana vid att utföra väckte negativa känslor såsom oro och stress. Att få stöd av omgivningen i form av en bekräftande kommunikation och att ingå i vårdlaget var betydelsefullt. Diskussion: Det är därför av vikt att blivande sjuksköterskor får praktiskt träna skilda moment i omvårdnaden under utbildningens gång samt får stöd av omgivningen. / Background: Four thousand nurses graduate every year in Sweden. Although newly qualified nurses' responsibility lies in the caring of patients their experiences at starting work may differ. The objective: was to describe how it feels to work as a newly qualified nurse. Method: A literature review was conducted and twelve scientific articles were analyzed. Results: The newly qualified nurses experienced challenge, stress, worry, development and felt inadequate in her job as a nurse. This was experienced when they worked independently and collaborated with colleagues and patients. Practical steps that graduates nurses were not accustomed to performing aroused negative emotions such as anxiety and stress. Getting support of colleagues and others in the form of an affirmative communication and being part of the care team was also significant. Discussion: It is therefore important that prospective nurses are supported by their colleagues and are used in the training process of different operations in the nursing care.