Trends and Challenges in Sustainable Healthcare for Graduate Nurses/Midwives

Running head: ASSESSMENT TASK 2 1
CONSOLIDATION TO PRACTICE
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ASSESSMENT TASK 2 2
Trends and challenges in sustainable health care in preparation for transition to the professional
role for graduate nurses/midwives
Introduction
Transitioning from the university for the nursing and midwifery students after they
graduate remains a challenge as they adapt to the professional clinical practice. This is not only
seen in one nation but it is a global issue. Issues arising concern their readiness for work once
they are employed to provide their health care services in a healthcare facility. Midwifery and
nursing are independent bodies whereby the graduates represent service as vital members of a
team in different healthcare settings (Ebrahimi et al, 2016). Their learning and ability depend on
the instruction during training and education that is taught during study periods. The educational
module is a significant subject in qualities, educational content, and goals determination. Perfect
teaching is the point at which the related resources develop midwives and nurses both practically
and content wise. That is because of expanding changes in clinical situations, new caring
strategies, hospitalization period shortening, chronic diseases increment and technological
innovations, fitting clinical administrations and improvement of the nature of the care of the
patient.
Training of competent nurses and midwives in the colleges or the universities is always
the main aim but it is met by different challenges during the transition from the university to the
professional clinical training in the clinical set up (Arrowsmith et al, 2016). These challenges can
be strategically approached and minimized. In this essay, identification of the challenges
undergone during the transition from the university or the nursing training colleges to the
professional clinical practice will be done. A choice will be made on different strategies that can
facilitate the adjustment to the nursing and the midwifery practice for the new graduates. Also, a

ASSESSMENT TASK 2 3
critical analysis will be done to substantiate the reasons and the importance of the chosen
strategies.
The challenges that influence this transition period
There are different challenges which impact the transition period from the nursing
training to professional clinical practice which includes education and clinical practice gap,
communication problems or issues termed as unprofessional workplace behavior, challenges in
work readiness and functionality disability. These challenges range from primary and essential
nursing skills to specialized and complex skills in the functionality ability. Communication
deficiency ranges from communication with healthcare teammates to patients in the health care
facility. For the managerial issues, they emerge between the fresh graduate and the prioritization
and the accountability planning and management of time and decision-making capabilities.
Education and clinical practice gap. Learning the nursing skills starts in class teaching
which is complemented eventually by the professional or the clinical training out of the class
according to the nursing curriculum. The biggest issues of this nursing curriculum are the failure
to attain its set goals on nursing education (Hickman et al, 2018). This is explained by the lack of
training incorporation during their learning period of 3 years. That is doing more theoretical
work in class and barely applying it in practice or on the relevant field or healthcare facilities.
According to many studies, it is evident that nursing or midwifery graduates are incompetent in
the provision of better or quality health care services at the start of their practice. This is literally
brought about by the gap between clinical practice during their learning period and theoretical
learning or education (Sajadi et al, 2018).

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Functionality defects in the workplace. There are many functional disabilities which they
sincerely agree like the accuracy of the procedures they are expected to perform and the range of
their speed (Warren, Perkins, & Greene, 2018). Many nurses fail to perform essential and
primary procedures because they have no experience in any of the skills. The severity of these
disabilities and defects are well seen early at the beginning of their practice in healthcare.
Additionally, they are also evident during or in the middle of the transition period. Noticing a
fresh graduate nurse is also determined in the pre-transition period due to their unpreparedness
and the way they tend to ask so many questions as they try to face the functionality defect and
also ensuring that they get their own skills (Hermann et al, 2016).
The range of these disabilities range from low to high and this is explained by the lack of
opportunities to gain some clinical experience and also practicals during their nurse training
period. Furthermore, university lecturers who are clinically incompetent are said to be one of the
biggest issues of functionality defects because they can not practically teach what they do in the
theory (Kaihlanen et al, 2019). Some other times the functional disability is brought about by
conditions like facing a patient who is on a critical condition or in case of an emergency and the
nurse’s perception that they are not being treated like the others. In a case where the patient
needs immediate medical attention, the nurse might get tense and fail to do much or nothing at
all because of poor time management and being nervous (Trousselard et al, 2016).
In conclusion, everything goes back to the training curriculum. Hence it is advisable to
have very competent and experienced instructors in the student training so that they can learn
how to administer and provide basic health services without problems. The training colleges and
universities should also look for alternatives of the lecturers don’t have the practical skills and
add other subordinate trainers on the practical sector. Furthermore, students should be exposed to