Assimilation in Nursing: Reflective Essay
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This reflective essay sheds light on nursing assimilation with strategies and regulatory organizations which may aid me in my journey. Read about the issues faced by nurses during assimilation, coping strategies, and regulatory organizations.
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Running head: ASSIMILATION IN NURSING: REFLECTIVE ESSAY
ASSIMILATION IN NURSING: REFLECTIVE ESSAY
Name of the Student:
Name of the University:
Author note:
ASSIMILATION IN NURSING: REFLECTIVE ESSAY
Name of the Student:
Name of the University:
Author note:
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1ASSIMILATION IN NURSING: REFLECTIVE ESSAY
Introduction
As I encounter novel experiences in my journey of transition from a nursing student to
a registered nurse engaged in professional practice, I am overcome with numerous emotional
issues. As observed by Johannessen (2018), this gradual process of being absorbed into the
nursing team as a fellow nurse, is known as ‘Assimilation’ and is characterised by a number
of issues such as fear, role stress, role ambiguity and bullying. Preparing my myself during
this transitioning phase, has been daunting for me, which is a characteristic issue felt by
numerous transitioning nurses, as examined by Hilliard and Brenner (2016), where nurses
view this journey as a movement from their safe and secure environment of families and
peers to a professional world, overfilled with challenges, disconnected, isolation and
unfamiliarity. This reflective essay sheds light on nursing assimilation with strategies and
regulatory organizations which may aid me in my journey.
Discussion
Issues faced by Nurses during Assimilation
According to Zarandy, Razban and Noohi (2017), the process of assimilation and
transition from a novice to a professional nurse, is often viewed by budding nurses as a
highly challenging, difficult and alienating phase. As researched by Blevins (2018), some of
the key issues which I may encounter, are belongingness, role ambiguity and role stress.
According to Borrottet al. (2016), the feelings of belongingness comprise of positive
emotions of acceptance, inclusion and security from one’s community or team, which are
often disrupted as a novice nurse newly enters the clinical occupational environment. Hence,
as observed and discussed with my professors and peers from senior year, I may encounter an
issue of loss of belongingness in the new working environment where I will transition into.
As examined by Grobecker (2016), a loss of belongingness in nursing assimilation is
Introduction
As I encounter novel experiences in my journey of transition from a nursing student to
a registered nurse engaged in professional practice, I am overcome with numerous emotional
issues. As observed by Johannessen (2018), this gradual process of being absorbed into the
nursing team as a fellow nurse, is known as ‘Assimilation’ and is characterised by a number
of issues such as fear, role stress, role ambiguity and bullying. Preparing my myself during
this transitioning phase, has been daunting for me, which is a characteristic issue felt by
numerous transitioning nurses, as examined by Hilliard and Brenner (2016), where nurses
view this journey as a movement from their safe and secure environment of families and
peers to a professional world, overfilled with challenges, disconnected, isolation and
unfamiliarity. This reflective essay sheds light on nursing assimilation with strategies and
regulatory organizations which may aid me in my journey.
Discussion
Issues faced by Nurses during Assimilation
According to Zarandy, Razban and Noohi (2017), the process of assimilation and
transition from a novice to a professional nurse, is often viewed by budding nurses as a
highly challenging, difficult and alienating phase. As researched by Blevins (2018), some of
the key issues which I may encounter, are belongingness, role ambiguity and role stress.
According to Borrottet al. (2016), the feelings of belongingness comprise of positive
emotions of acceptance, inclusion and security from one’s community or team, which are
often disrupted as a novice nurse newly enters the clinical occupational environment. Hence,
as observed and discussed with my professors and peers from senior year, I may encounter an
issue of loss of belongingness in the new working environment where I will transition into.
As examined by Grobecker (2016), a loss of belongingness in nursing assimilation is
2ASSIMILATION IN NURSING: REFLECTIVE ESSAY
characterised by novice nurses facing marginalization and exclusion from professional
groups, leading to a sense of confusion, insecurity and hostility. An additional key issue
which I may encounter during my transition to professional practice in assimilation, is ‘Role
Ambiguity’. According to Qian et al. (2015), role ambiguity is characterised by a requirement
to fulfil unrealistic expectations from additional professionals. Hence, considering role
ambiguity, me and my peers may receive unclear, incomplete and inconsistent information
from my nursing superiors considering the discomfort or lack of acceptance they may
encounter upon first communicating with novice professionals like us (Lewis, Gaffney and
Wilson 2017).As observed by Khamizaet al. (2015), the prevalence of such unrealistic
expectations, supplemented by incomplete information may further result in another issue of
assimilation which is role stress. According to Bromet al. (2016), the assimilation issues of
role stress and overload implies distortions in perceptions between how an individual
perceived a role to be in comparison to what he or she may be actually facing. Hence, as I
transition from student nurse to professional practice, the prevalence of role stress is of
significant concern to me since the new professional healthcare environment may lead to
feelings of loss of control over my profession due to the prevalence of a challenging work
environment leading and lack of peer support faced be me (Cheng et al. 2015).
Some of the most common issues which is prevalent among transitioning nurses are
horizontal and vertical bullying. As researched by Kim and Bark (2016), ‘Horizontal
Hostility’ is characterised by hazing and bullying among peer nurses in an effort to exert
dominance over each other or manipulate to acquire greater power or superiority. Similarly,
as examined by Allen, Holland and Reynolds (2015), ‘Vertical Hostility’ is accompanied by
experienced, superior nurses exerting hazing, bullying, belittling and abusing newly enrolled
nurses. According to Giorgi et al. (2016), prolonged bullying escalates into further serious
issues in the form of feelings of fear, considering one to be incapable, feelings of shame of
characterised by novice nurses facing marginalization and exclusion from professional
groups, leading to a sense of confusion, insecurity and hostility. An additional key issue
which I may encounter during my transition to professional practice in assimilation, is ‘Role
Ambiguity’. According to Qian et al. (2015), role ambiguity is characterised by a requirement
to fulfil unrealistic expectations from additional professionals. Hence, considering role
ambiguity, me and my peers may receive unclear, incomplete and inconsistent information
from my nursing superiors considering the discomfort or lack of acceptance they may
encounter upon first communicating with novice professionals like us (Lewis, Gaffney and
Wilson 2017).As observed by Khamizaet al. (2015), the prevalence of such unrealistic
expectations, supplemented by incomplete information may further result in another issue of
assimilation which is role stress. According to Bromet al. (2016), the assimilation issues of
role stress and overload implies distortions in perceptions between how an individual
perceived a role to be in comparison to what he or she may be actually facing. Hence, as I
transition from student nurse to professional practice, the prevalence of role stress is of
significant concern to me since the new professional healthcare environment may lead to
feelings of loss of control over my profession due to the prevalence of a challenging work
environment leading and lack of peer support faced be me (Cheng et al. 2015).
Some of the most common issues which is prevalent among transitioning nurses are
horizontal and vertical bullying. As researched by Kim and Bark (2016), ‘Horizontal
Hostility’ is characterised by hazing and bullying among peer nurses in an effort to exert
dominance over each other or manipulate to acquire greater power or superiority. Similarly,
as examined by Allen, Holland and Reynolds (2015), ‘Vertical Hostility’ is accompanied by
experienced, superior nurses exerting hazing, bullying, belittling and abusing newly enrolled
nurses. According to Giorgi et al. (2016), prolonged bullying escalates into further serious
issues in the form of feelings of fear, considering one to be incapable, feelings of shame of
3ASSIMILATION IN NURSING: REFLECTIVE ESSAY
not possessing enough knowledge and sense of confusion and loneliness. As observed by
Olsen, Bjaalid and Mikkelsen (2017), this issue of assimilation exerts detrimental impacts on
the psychological and emotional factors of a novice nurse, who often feel demotivated and
compelled to depart from the profession despite years of dedicated education and academic
learning and training, which I must keep in mind during my transition to professional
practice.
Coping Strategies
Emotional Intelligence
As stated by Snowden et al. (2015), the psychological strategies of emotional
intelligence, imply the possession of adequate awareness concerning one’s own as well as
other’s emotions, actions and competencies. As observed by Tyczkowskiet al.
(2015),emotional intelligence is emerging as a popular strategy for nurse leaders as well as
subordinates in understanding peer behaviour as per competency levels as well as patient
attitudes resulting in harmonious team relationships and positive patient health outcomes.
Hence, as researched by Karimiet al. (2015), development of emotional intelligence in the
nursing workforce can be utilised as essential coping strategy by newly enrolled nurses by me
for management of issues like bullying, fear, anxiety, stress and ambiguity. As examined by
Fujinoet al. (2015), fostering emotional intelligence in myself and by my peers will allow me
to understand mine as well as my peers’ emotions resulting in immediately addressing a
conflict which may arise. As stated by Crowne et al. (2017), emotional intelligence will also
allow me to empathise with the workload and burden encountered by my superiors which will
allow me to maintain my composure during the emergence of any dissonance or conflict
which they may reflect towards me.
not possessing enough knowledge and sense of confusion and loneliness. As observed by
Olsen, Bjaalid and Mikkelsen (2017), this issue of assimilation exerts detrimental impacts on
the psychological and emotional factors of a novice nurse, who often feel demotivated and
compelled to depart from the profession despite years of dedicated education and academic
learning and training, which I must keep in mind during my transition to professional
practice.
Coping Strategies
Emotional Intelligence
As stated by Snowden et al. (2015), the psychological strategies of emotional
intelligence, imply the possession of adequate awareness concerning one’s own as well as
other’s emotions, actions and competencies. As observed by Tyczkowskiet al.
(2015),emotional intelligence is emerging as a popular strategy for nurse leaders as well as
subordinates in understanding peer behaviour as per competency levels as well as patient
attitudes resulting in harmonious team relationships and positive patient health outcomes.
Hence, as researched by Karimiet al. (2015), development of emotional intelligence in the
nursing workforce can be utilised as essential coping strategy by newly enrolled nurses by me
for management of issues like bullying, fear, anxiety, stress and ambiguity. As examined by
Fujinoet al. (2015), fostering emotional intelligence in myself and by my peers will allow me
to understand mine as well as my peers’ emotions resulting in immediately addressing a
conflict which may arise. As stated by Crowne et al. (2017), emotional intelligence will also
allow me to empathise with the workload and burden encountered by my superiors which will
allow me to maintain my composure during the emergence of any dissonance or conflict
which they may reflect towards me.
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4ASSIMILATION IN NURSING: REFLECTIVE ESSAY
Psychological Resilience
According to Lim et al. (2015), adopting coping strategies of psychological resilience
is essential and beneficial for coping with stresses, demands and ambiguity pertaining to an
environment of increasing workload and occupational challenges. As stated by Guoet al.
(2018), resilience implies the ability with which individuals recover rapidly from stressful
situations and is characterised by adoption of positive attitudes in the face of challenges.
Upon conducting extensive research on the application of resilience, I uncovered that
resilience can be practiced effectively as a coping strategy in the workplace through
behaviours such as adopting mindfulness, undertaking detachment intervals, developing
mental agility, cultivating a sense of compassion and segmenting work and cognitive load.
Hence, as observed by Wang et al. (2018), mindfulness will allow me to effectively
understand the emotions I am encountering in the face of stressful situation. As examined by
Kwon, Kim and Park (2017), understanding my emotions will then allow me to
compartmentalise my work, where segregation of my nursing duties on a priority basis will
allow me to mitigate the stressful professional nursing environment. According to Choi and
Kim (2016), engaging in rests during intervals will not only aid in the recuperation of my
psychological and physiological strength but will also allow me to self-reflect and evaluate
the strengths and shortcomings of my actions. Upon developing a sense of mental agility will
aid me in responding to a demanding nursing situation with composure, positivity and
optimism. If I am in possession of a sense of compassion, I will be able to comprehend and
empathise with the actions of my peers as well as senior nurses in an effective way (Ke and
Hui 2017).
Psychological Resilience
According to Lim et al. (2015), adopting coping strategies of psychological resilience
is essential and beneficial for coping with stresses, demands and ambiguity pertaining to an
environment of increasing workload and occupational challenges. As stated by Guoet al.
(2018), resilience implies the ability with which individuals recover rapidly from stressful
situations and is characterised by adoption of positive attitudes in the face of challenges.
Upon conducting extensive research on the application of resilience, I uncovered that
resilience can be practiced effectively as a coping strategy in the workplace through
behaviours such as adopting mindfulness, undertaking detachment intervals, developing
mental agility, cultivating a sense of compassion and segmenting work and cognitive load.
Hence, as observed by Wang et al. (2018), mindfulness will allow me to effectively
understand the emotions I am encountering in the face of stressful situation. As examined by
Kwon, Kim and Park (2017), understanding my emotions will then allow me to
compartmentalise my work, where segregation of my nursing duties on a priority basis will
allow me to mitigate the stressful professional nursing environment. According to Choi and
Kim (2016), engaging in rests during intervals will not only aid in the recuperation of my
psychological and physiological strength but will also allow me to self-reflect and evaluate
the strengths and shortcomings of my actions. Upon developing a sense of mental agility will
aid me in responding to a demanding nursing situation with composure, positivity and
optimism. If I am in possession of a sense of compassion, I will be able to comprehend and
empathise with the actions of my peers as well as senior nurses in an effective way (Ke and
Hui 2017).
5ASSIMILATION IN NURSING: REFLECTIVE ESSAY
Regulatory Organizations
Safe Work Australia
I must also enlighten myself on the presence of certain regulatory and statutory bodies
which will aid in the provision of support during times of distress or bullying. The agency of
‘Safe Work Australia’ was formulated in 2009 as a statutory body aiming to provide policies
and guidelines on the maintenance of the health and safety of workers with the provision of
required compensation, by coordinating with legislative and regulatory bodies of Workplace
Health and Safety Standards in every Australian state. Hence, in accordance to Safe Work
Australia, during a situation of excessive bullying, I may apply my complaint to the Fair
Work Commission, which will investigate the eligibility of my complaint followed by taking
steps to mediate the issue for the purpose of restoring normalcy (Safeworkaustralia.gov.au.
2016).
Australian Human Rights Commission
As stated by the Australian Human Rights Commission, during a situation of
uncontrollable bullying, I must engage in documentation of every detail of the incidents and
attempt to personally approach the perpetrator with confidence and composure, in order to
mediate the issue. If in vain, I may contact the Australian Human Rights Commission, the
labour union associated with my organization or the state Workplace Health and Safety
Executive in my nearest vicinity for further investigation of workplace safety
(Humanrights.gov.au. (2019).
Nursing and Midwife Board of Australia
However, as a newly enrolled nurse who is now transitioning into professional
nursing practice, I must comply with my enrolled nursing duties and actively assist my senior
registered nursing leaders, for the purpose of harmonious superior-subordinate nursing
relationship resulting in adequate acquisition of training, learning and guidance from my
Regulatory Organizations
Safe Work Australia
I must also enlighten myself on the presence of certain regulatory and statutory bodies
which will aid in the provision of support during times of distress or bullying. The agency of
‘Safe Work Australia’ was formulated in 2009 as a statutory body aiming to provide policies
and guidelines on the maintenance of the health and safety of workers with the provision of
required compensation, by coordinating with legislative and regulatory bodies of Workplace
Health and Safety Standards in every Australian state. Hence, in accordance to Safe Work
Australia, during a situation of excessive bullying, I may apply my complaint to the Fair
Work Commission, which will investigate the eligibility of my complaint followed by taking
steps to mediate the issue for the purpose of restoring normalcy (Safeworkaustralia.gov.au.
2016).
Australian Human Rights Commission
As stated by the Australian Human Rights Commission, during a situation of
uncontrollable bullying, I must engage in documentation of every detail of the incidents and
attempt to personally approach the perpetrator with confidence and composure, in order to
mediate the issue. If in vain, I may contact the Australian Human Rights Commission, the
labour union associated with my organization or the state Workplace Health and Safety
Executive in my nearest vicinity for further investigation of workplace safety
(Humanrights.gov.au. (2019).
Nursing and Midwife Board of Australia
However, as a newly enrolled nurse who is now transitioning into professional
nursing practice, I must comply with my enrolled nursing duties and actively assist my senior
registered nursing leaders, for the purpose of harmonious superior-subordinate nursing
relationship resulting in adequate acquisition of training, learning and guidance from my
6ASSIMILATION IN NURSING: REFLECTIVE ESSAY
nursing supervisors. For successful compliance and assimilation into professional nursing
workforce, I must adhere to the ‘Enrolled Nurses Standards for Practice’ formulated by the
Nursing and Midwifery Board of Australia, which is framework for guiding enrolled nurses
into their transformation as professional through training, assistance to supervisors, education
and engagement in provision of indirect and direct nursing care along with reflective and self-
analytical practice. Hence, I must adhere strictly to standard 5, which instructs me to work
collaboratively with my immediate supervisors such as the Registered Nurse and other
associated health professionals. Successful transitioning requires adherence to evidence based
practice appropriate for enrolled nurses and hence, considering the same, I must adhere to
standards 1 and 8. Lastly, standard 10 of the NMBA standards should be the key guideline for
my development, which instructs enrolled nurses to continuously engage in the development
of themselves as professionals, which will aid in successful transitioning process
(Nursingmidwiferyboard.gov.au. 2016).
Conclusion
To conclude,the process of assimilation in nursing is overfilled with a number of
issues such stress, anxiety, fear, workplace bullying, role ambiguity and loss of belonging
among newly enrolled nurses like me, who are transitioning their way into professional
practice. As observed, if left unexamined and unmanaged, such issues can emerge into
serious detrimental emotions where I may lose hope, optimism, motivation and my desire to
continue my dedication towards nursing. Adequate usage of coping strategies such as
emotional intelligence and psychological resilience may assist me into mitigating these
issues.I must keep a note of the required regulatory bodies which will not only aid me in a
situation of workplace conflict, but will also provide me guidance towards successful
conductance of professional nursing practice as a newly enrolled nurse.
nursing supervisors. For successful compliance and assimilation into professional nursing
workforce, I must adhere to the ‘Enrolled Nurses Standards for Practice’ formulated by the
Nursing and Midwifery Board of Australia, which is framework for guiding enrolled nurses
into their transformation as professional through training, assistance to supervisors, education
and engagement in provision of indirect and direct nursing care along with reflective and self-
analytical practice. Hence, I must adhere strictly to standard 5, which instructs me to work
collaboratively with my immediate supervisors such as the Registered Nurse and other
associated health professionals. Successful transitioning requires adherence to evidence based
practice appropriate for enrolled nurses and hence, considering the same, I must adhere to
standards 1 and 8. Lastly, standard 10 of the NMBA standards should be the key guideline for
my development, which instructs enrolled nurses to continuously engage in the development
of themselves as professionals, which will aid in successful transitioning process
(Nursingmidwiferyboard.gov.au. 2016).
Conclusion
To conclude,the process of assimilation in nursing is overfilled with a number of
issues such stress, anxiety, fear, workplace bullying, role ambiguity and loss of belonging
among newly enrolled nurses like me, who are transitioning their way into professional
practice. As observed, if left unexamined and unmanaged, such issues can emerge into
serious detrimental emotions where I may lose hope, optimism, motivation and my desire to
continue my dedication towards nursing. Adequate usage of coping strategies such as
emotional intelligence and psychological resilience may assist me into mitigating these
issues.I must keep a note of the required regulatory bodies which will not only aid me in a
situation of workplace conflict, but will also provide me guidance towards successful
conductance of professional nursing practice as a newly enrolled nurse.
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7ASSIMILATION IN NURSING: REFLECTIVE ESSAY
8ASSIMILATION IN NURSING: REFLECTIVE ESSAY
References
Allen, B.C., Holland, P. and Reynolds, R., 2015. The effect of bullying on burnout in nurses:
the moderating role of psychological detachment. Journal of Advanced Nursing, 71(2),
pp.381-390.
Blevins, S., 2018. From Nursing Student to Registered Nurse: The Challenge of Transition.
MedSurg Nursing, 27(3), pp.199-201.
Borrott, N., Day, G.E., Sedgwick, M. and Levett-Jones, T., 2016. Nursing students'
belongingness and workplace satisfaction: quantitative findings of a mixed methods study.
Nurse education today, 45, pp.29-34.
Brom, H.M., Melnyk, B.M., Szalacha, L.A. and Graham, M., 2016. Nurse practitioners’ role
perception, stress, satisfaction, and intent to stay at a Midwestern academic medical center.
Journal of the American Association of Nurse Practitioners, 28(5), pp.269-276.
Cheng, C.Y., Liou, S.R., Tsai, H.M. and Chang, C.H., 2015. Job stress and job satisfaction
among new graduate nurses during the first year of employment in T aiwan. International
Journal of Nursing Practice, 21(4), pp.410-418.
Choi, M. and Kim, M., 2016. Development and effects of a resilience training program for
nurses. Journal of Korean Academy of Nursing Administration, 22(4), pp.373-383.
Crowne, K.A., Young, T.M., Goldman, B., Patterson, B., Krouse, A.M. and Proenca, J.,
2017. Leading nurses: emotional intelligence and leadership development effectiveness.
Leadership in Health Services, 30(3), pp.217-232.
Fujino, Y., Tanaka, M., Yonemitsu, Y. and Kawamoto, R., 2015. The relationship between
characteristics of nursing performance and years of experience in nurses with high emotional
intelligence. International journal of nursing practice, 21(6), pp.876-881.
References
Allen, B.C., Holland, P. and Reynolds, R., 2015. The effect of bullying on burnout in nurses:
the moderating role of psychological detachment. Journal of Advanced Nursing, 71(2),
pp.381-390.
Blevins, S., 2018. From Nursing Student to Registered Nurse: The Challenge of Transition.
MedSurg Nursing, 27(3), pp.199-201.
Borrott, N., Day, G.E., Sedgwick, M. and Levett-Jones, T., 2016. Nursing students'
belongingness and workplace satisfaction: quantitative findings of a mixed methods study.
Nurse education today, 45, pp.29-34.
Brom, H.M., Melnyk, B.M., Szalacha, L.A. and Graham, M., 2016. Nurse practitioners’ role
perception, stress, satisfaction, and intent to stay at a Midwestern academic medical center.
Journal of the American Association of Nurse Practitioners, 28(5), pp.269-276.
Cheng, C.Y., Liou, S.R., Tsai, H.M. and Chang, C.H., 2015. Job stress and job satisfaction
among new graduate nurses during the first year of employment in T aiwan. International
Journal of Nursing Practice, 21(4), pp.410-418.
Choi, M. and Kim, M., 2016. Development and effects of a resilience training program for
nurses. Journal of Korean Academy of Nursing Administration, 22(4), pp.373-383.
Crowne, K.A., Young, T.M., Goldman, B., Patterson, B., Krouse, A.M. and Proenca, J.,
2017. Leading nurses: emotional intelligence and leadership development effectiveness.
Leadership in Health Services, 30(3), pp.217-232.
Fujino, Y., Tanaka, M., Yonemitsu, Y. and Kawamoto, R., 2015. The relationship between
characteristics of nursing performance and years of experience in nurses with high emotional
intelligence. International journal of nursing practice, 21(6), pp.876-881.
9ASSIMILATION IN NURSING: REFLECTIVE ESSAY
Giorgi, G., Mancuso, S., Fiz Perez, F., CastielloD'Antonio, A., Mucci, N., Cupelli, V. and
Arcangeli, G., 2016. Bullying among nurses and its relationship with burnout and
organizational climate. International journal of nursing practice, 22(2), pp.160-168.
Grobecker, P.A., 2016. A sense of belonging and perceived stress among baccalaureate
nursing students in clinical placements. Nurse education today, 36, pp.178-183.
Guo, Y.F., Luo, Y.H., Lam, L., Cross, W., Plummer, V. and Zhang, J.P., 2018. Burnout and
its association with resilience in nurses: A cross‐sectional study. Journal of clinical nursing,
27(1-2), pp.441-449.
Hilliard, C. and Brenner, M., 2016. Assimilation into daily practice: implementing and
sustaining a randomised‐controlled trial in a children's clinical service. Journal of clinical
nursing, 25(1-2), pp.186-193.
Humanrights.gov.au. (2019). Workplace bullying: Violence, Harassment and Bullying Fact
sheet | Australian Human Rights Commission. [online] Available at:
https://www.humanrights.gov.au/workplace-bullying-violence-harassment-and-bullying-fact-
sheet [Accessed 12 Jan. 2019].
Johannessen, L.E., 2018. Workplace assimilation and professional jurisdiction: How nurses
learn to blur the nursing-medical boundary. Social Science & Medicine, 201, pp.51-58.
Karimi, L., Cheng, C., Bartram, T., Leggat, S.G. and Sarkeshik, S., 2015. The effects of
emotional intelligence and stress‐related presenteeism on nurses’ well‐being. Asia Pacific
Journal of Human Resources, 53(3), pp.296-310.
Ke, X. and Hui, R., 2017. Characteristics of resilience in clinical nurses and its relationship
with social support and coping style. Journal of Third Military Medical University, 9, p.021.
Giorgi, G., Mancuso, S., Fiz Perez, F., CastielloD'Antonio, A., Mucci, N., Cupelli, V. and
Arcangeli, G., 2016. Bullying among nurses and its relationship with burnout and
organizational climate. International journal of nursing practice, 22(2), pp.160-168.
Grobecker, P.A., 2016. A sense of belonging and perceived stress among baccalaureate
nursing students in clinical placements. Nurse education today, 36, pp.178-183.
Guo, Y.F., Luo, Y.H., Lam, L., Cross, W., Plummer, V. and Zhang, J.P., 2018. Burnout and
its association with resilience in nurses: A cross‐sectional study. Journal of clinical nursing,
27(1-2), pp.441-449.
Hilliard, C. and Brenner, M., 2016. Assimilation into daily practice: implementing and
sustaining a randomised‐controlled trial in a children's clinical service. Journal of clinical
nursing, 25(1-2), pp.186-193.
Humanrights.gov.au. (2019). Workplace bullying: Violence, Harassment and Bullying Fact
sheet | Australian Human Rights Commission. [online] Available at:
https://www.humanrights.gov.au/workplace-bullying-violence-harassment-and-bullying-fact-
sheet [Accessed 12 Jan. 2019].
Johannessen, L.E., 2018. Workplace assimilation and professional jurisdiction: How nurses
learn to blur the nursing-medical boundary. Social Science & Medicine, 201, pp.51-58.
Karimi, L., Cheng, C., Bartram, T., Leggat, S.G. and Sarkeshik, S., 2015. The effects of
emotional intelligence and stress‐related presenteeism on nurses’ well‐being. Asia Pacific
Journal of Human Resources, 53(3), pp.296-310.
Ke, X. and Hui, R., 2017. Characteristics of resilience in clinical nurses and its relationship
with social support and coping style. Journal of Third Military Medical University, 9, p.021.
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10ASSIMILATION IN NURSING: REFLECTIVE ESSAY
Khamisa, N., Oldenburg, B., Peltzer, K. and Ilic, D., 2015. Work related stress, burnout, job
satisfaction and general health of nurses. International journal of environmental research and
public health, 12(1), pp.652-666.
Kim, H.J. and Park, D., 2016. The effects of workplace bullying on turnover intention in
hospital nurses. Journal of Digital Convergence, 14(1), pp.241-252.
Kwon, H.K., Kim, S.H. and Park, S.H., 2017. A meta-analysis of the correlates of resilience
in Korean nurses. Journal of Korean Clinical Nursing Research, 23(1), pp.100-109.
Lewis, P., Gaffney, R.J. and Wilson, N.J., 2017. A narrative review of acute care nurses’
experiences nursing patients with intellectual disability: Underprepared, communication
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standards.aspx [Accessed 12 Jan. 2019].
Olsen, E., Bjaalid, G. and Mikkelsen, A., 2017. Work climate and the mediating role of
workplace bullying related to job performance, job satisfaction, and work ability: A study
among hospital nurses. Journal of advanced nursing, 73(11), pp.2709-2719.
Khamisa, N., Oldenburg, B., Peltzer, K. and Ilic, D., 2015. Work related stress, burnout, job
satisfaction and general health of nurses. International journal of environmental research and
public health, 12(1), pp.652-666.
Kim, H.J. and Park, D., 2016. The effects of workplace bullying on turnover intention in
hospital nurses. Journal of Digital Convergence, 14(1), pp.241-252.
Kwon, H.K., Kim, S.H. and Park, S.H., 2017. A meta-analysis of the correlates of resilience
in Korean nurses. Journal of Korean Clinical Nursing Research, 23(1), pp.100-109.
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11ASSIMILATION IN NURSING: REFLECTIVE ESSAY
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and self-Efficacy on resilience of early career registered nurses. Western journal of nursing
research, 40(5), pp.648-664.
Zarandy, N.P., Razban, F. and Noohi, E., 2017. Novel Nurses Perception of Role Transition
from Nursing Student to Practice Nurse in South East of Iran. Asian Journal of Nursing
Education and Research, 7(3), p.357.
Qian, J., Wang, H., Han, Z.R., Wang, J. and Wang, H., 2015. Mental health risks among
nurses under abusive supervision: the moderating roles of job role ambiguity and patients’
lack of reciprocity. International journal of mental health systems, 9(1), p.22.
Safeworkaustralia.gov.au. (2016). Guide for Preventing and Responding to Workplace
Bullying. [online] Available at:
https://www.safeworkaustralia.gov.au/system/files/documents/1702/guide-preventing-
responding-workplace-bullying.pdf [Accessed 12 Jan. 2019].
Snowden, A., Stenhouse, R., Young, J., Carver, H., Carver, F. and Brown, N., 2015. The
relationship between emotional intelligence, previous caring experience and mindfulness in
student nurses and midwives: a cross sectional analysis. Nurse education today, 35(1),
pp.152-158.
Tyczkowski, B., Vandenhouten, C., Reilly, J., Bansal, G., Kubsch, S.M. and Jakkola, R.,
2015. Emotional intelligence (EI) and nursing leadership styles among nurse managers.
Nursing administration quarterly, 39(2), pp.172-180.
Wang, L., Tao, H., Bowers, B.J., Brown, R. and Zhang, Y., 2018. Influence of social support
and self-Efficacy on resilience of early career registered nurses. Western journal of nursing
research, 40(5), pp.648-664.
Zarandy, N.P., Razban, F. and Noohi, E., 2017. Novel Nurses Perception of Role Transition
from Nursing Student to Practice Nurse in South East of Iran. Asian Journal of Nursing
Education and Research, 7(3), p.357.
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