NUR3504 - Challenges & Strategies: Nursing Student to Registered Nurse
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This essay delves into the multifaceted challenges encountered during the transition from nursing student to graduate registered nurse, a period often marked by stress, anxiety, and 'transition shock'. It identifies key issues such as transition shock, workplace bullying, and stressors stemming from workload and lack of support. The essay further explores effective coping strategies, including resilience training, ethics education, and peer feedback mechanisms. Drawing upon evidence-based literature, the analysis provides insights into how newly graduated RNs can navigate these challenges, foster resilience, and cultivate professional accountability to ensure the delivery of safe and high-quality patient care. Access solved assignments and study resources on Desklib.
1
Challenges and Strategies for Managing Role Transition from Nursing Student to
Graduate Registered Nurse
NUR3504 Transitioning to the Role of Registered Nurse
1400 Words
Challenges and Strategies for Managing Role Transition from Nursing Student to
Graduate Registered Nurse
NUR3504 Transitioning to the Role of Registered Nurse
1400 Words
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Challenges and Strategies for Managing Role Transition from Nursing Student to
Graduate Registered Nurse
Registered nurses (RNs) play an essential role in our healthcare system in diseases
prevention, health promotion, and managing the health and wellbeing of individuals across the
lifespan. Henceforth, nursing is one of the most demanding professionals in the healthcare
industry and increased numbers of newly graduated RNs have been employed over the past
years. During the transition into practice period, students often perceived this process as
challenging, overwhelming, sophisticated, difficult, mentally stressful, and physically strenuous
(Bado et al., 2020; Opoku et al., 2021). Additionally, work environment stressors and
professional-related factors such as unpredictable workload, burnout, workplace bullying,
trauma, skill deficit, role conflict, low resilience level, poor time management skills, and lack of
interpersonal skills also contributed to transition ‘shock’ (Bado et al., 2020; Opoku et al., 2021;
Cooper et al., 2020). As healthcare facilities and universities offered limited support including
educational resources and practical sessions compared to the real clinical settings (Mellor et al.,
2017). Which required the development of personal resilience and support of others to overcome
clinical challenges (Cooper et al., 2020; Lyu, et al., 2020). This essay will discuss various issues
that affect the transitioning stage for newly graduated RNs and identify coping strategies using
evidence-based journal articles. Moreover, inform future nursing peers to develop an
understanding of professional accountabilities and clinical working ethics to provide
comprehensive quality safe patient care and promote personal resilience during transition to
practice.
Challenges and Strategies for Managing Role Transition from Nursing Student to
Graduate Registered Nurse
Registered nurses (RNs) play an essential role in our healthcare system in diseases
prevention, health promotion, and managing the health and wellbeing of individuals across the
lifespan. Henceforth, nursing is one of the most demanding professionals in the healthcare
industry and increased numbers of newly graduated RNs have been employed over the past
years. During the transition into practice period, students often perceived this process as
challenging, overwhelming, sophisticated, difficult, mentally stressful, and physically strenuous
(Bado et al., 2020; Opoku et al., 2021). Additionally, work environment stressors and
professional-related factors such as unpredictable workload, burnout, workplace bullying,
trauma, skill deficit, role conflict, low resilience level, poor time management skills, and lack of
interpersonal skills also contributed to transition ‘shock’ (Bado et al., 2020; Opoku et al., 2021;
Cooper et al., 2020). As healthcare facilities and universities offered limited support including
educational resources and practical sessions compared to the real clinical settings (Mellor et al.,
2017). Which required the development of personal resilience and support of others to overcome
clinical challenges (Cooper et al., 2020; Lyu, et al., 2020). This essay will discuss various issues
that affect the transitioning stage for newly graduated RNs and identify coping strategies using
evidence-based journal articles. Moreover, inform future nursing peers to develop an
understanding of professional accountabilities and clinical working ethics to provide
comprehensive quality safe patient care and promote personal resilience during transition to
practice.
3
Challenges
The transition from student nurse to the graduate registered nurse can be anxious with many
emotions ranging from happiness and fear or excitement (Mountain & al 2020). The particular
challenges which the student encountered during the transition phase are as follows:
Transition shock: It is one of the significant shocks that students experience when moving from
their comfort zone to completely different zone (Bhandari & et.al 2018). In this stage, many
students experience the feeling of drowning, alongside the exhaustion feeling for trying to
stabilise the emotions. Some of the graduates also found this stage as a roller-coaster with mixed
emotions. It is also found that new nurses fear of being exposed as unprofessional and
amateurish, which will impact the overall whole journey students also fears about low
performance and try to do better which puts lots of pressure to work in efficient manner only
(Keshk, Qalawa & Ibrahim, 2018). Ultimately in this stage new students deals with too many
emotions such as being ignored by the employers and not able to manage work. It is further said
that at the initial stage, student’s self-doubt themselves and this exhaustion leads to the burnout
stage, job dissatisfaction and also lead to turnover.
Conflicts and workplace bullying: This problem is also called lateral violence. Workplace
bullying is negative behaviour by the senior colleague to the new or junior nurse. This kind of
bullying can be done in several forms, such as verbally insults, eye-rolling and unwarranted
criticism that affects the mental stage of a person (Sandhu & Matlock, 2020). Thus most of the
areas it is seen that new nurses are constantly bullied by the senior nursing staff, which
demotivates the person in such many new students plans to leave the premises and to quit the
job. If the workplace lacks transparency and effective communication, it leads to many conflicts,
as for new nurse, it is somehow difficult to manage in such environment. Overall both conflict
Challenges
The transition from student nurse to the graduate registered nurse can be anxious with many
emotions ranging from happiness and fear or excitement (Mountain & al 2020). The particular
challenges which the student encountered during the transition phase are as follows:
Transition shock: It is one of the significant shocks that students experience when moving from
their comfort zone to completely different zone (Bhandari & et.al 2018). In this stage, many
students experience the feeling of drowning, alongside the exhaustion feeling for trying to
stabilise the emotions. Some of the graduates also found this stage as a roller-coaster with mixed
emotions. It is also found that new nurses fear of being exposed as unprofessional and
amateurish, which will impact the overall whole journey students also fears about low
performance and try to do better which puts lots of pressure to work in efficient manner only
(Keshk, Qalawa & Ibrahim, 2018). Ultimately in this stage new students deals with too many
emotions such as being ignored by the employers and not able to manage work. It is further said
that at the initial stage, student’s self-doubt themselves and this exhaustion leads to the burnout
stage, job dissatisfaction and also lead to turnover.
Conflicts and workplace bullying: This problem is also called lateral violence. Workplace
bullying is negative behaviour by the senior colleague to the new or junior nurse. This kind of
bullying can be done in several forms, such as verbally insults, eye-rolling and unwarranted
criticism that affects the mental stage of a person (Sandhu & Matlock, 2020). Thus most of the
areas it is seen that new nurses are constantly bullied by the senior nursing staff, which
demotivates the person in such many new students plans to leave the premises and to quit the
job. If the workplace lacks transparency and effective communication, it leads to many conflicts,
as for new nurse, it is somehow difficult to manage in such environment. Overall both conflict
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and bullying affect the mental stability, which is often reflected in the low confidence and poor
working approach, thus it has a negative impact over the new student’s performance.
Stressor: Nursing students are more likely to experience the stressor during their transition
period and in the training phase. At initial level it is obvious for the students to feel anxiety and
low confidence, it often leads to adverse outcomes and poor work performance. Factors
contributing to stressors are workload, generally feels more pressure to complete the work on
time, lack of support from the colleagues also disappoints the student (Gilmartin et.al., 2022).
Some students who are assigned to do shift work mainly face sleep deprivation. Along with this,
poor time management and communication skills also impact the work performance, inefficiency
in this impacts the mental ability of person because of this new nurses lacks in confidence which
leads to quit job and step out of this career (Bonica & Hartman, 2021). A low resilience level
makes the student dwell on certain problems, and in such, and new nurses will not be able to
handle the stress in the complex situations.
Strategies
Thus it is obvious to face drifts in emotion, as such, it is required for students to have
self-control over the emotions and have enough knowledge to deal with the challenges such as
transition shocks, stressors and workplace conflicts and bullying.
Resilience and Coping training:
Resilience training helps in developing the ability to cope the substantial adversity efficiently. As
resilient nurses are found to learn from the situation and deal with specific difficulties in an
efficient manner (Parola & et.al 2020). Coping skills training refers to the cognitive behaviour
and bullying affect the mental stability, which is often reflected in the low confidence and poor
working approach, thus it has a negative impact over the new student’s performance.
Stressor: Nursing students are more likely to experience the stressor during their transition
period and in the training phase. At initial level it is obvious for the students to feel anxiety and
low confidence, it often leads to adverse outcomes and poor work performance. Factors
contributing to stressors are workload, generally feels more pressure to complete the work on
time, lack of support from the colleagues also disappoints the student (Gilmartin et.al., 2022).
Some students who are assigned to do shift work mainly face sleep deprivation. Along with this,
poor time management and communication skills also impact the work performance, inefficiency
in this impacts the mental ability of person because of this new nurses lacks in confidence which
leads to quit job and step out of this career (Bonica & Hartman, 2021). A low resilience level
makes the student dwell on certain problems, and in such, and new nurses will not be able to
handle the stress in the complex situations.
Strategies
Thus it is obvious to face drifts in emotion, as such, it is required for students to have
self-control over the emotions and have enough knowledge to deal with the challenges such as
transition shocks, stressors and workplace conflicts and bullying.
Resilience and Coping training:
Resilience training helps in developing the ability to cope the substantial adversity efficiently. As
resilient nurses are found to learn from the situation and deal with specific difficulties in an
efficient manner (Parola & et.al 2020). Coping skills training refers to the cognitive behaviour
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interposition. Which is developed by the health care professionals to educate the new nurses on
their better work approach (Innes & Calleja, 2018). The primary purpose of this training is to
improvise the peer and promote self-enhancement. Thus both resilience and coping strategies
will help in overcoming the transition shock. It also enables to maintain the better and caring
relationship with others and with this student can easily manage the positive and easy-going
deposition.
Ethics education and knowledge development training:
It is the initial stage to teach the nurses, it will help in gaining the insight of what to do and what
things not to do when confronted by the bully (Wong & et.al 2018). It is found that most of the
nurses at the initial phase underestimate the situation, and often ignores it later, it affects the
work performance. Therefore, it is important to have enough knowledge, thus particularly this
training helps in boosting the morale of students and also makes to not resign from their jobs
(Kaihlanen & et.al 2018). Although ethics will help the new nurse to proceed with standards and
encouragement by the peers will help in filing or reporting the case of bullying. This education
will help the student to find the bullying factor and documents it so that at the end they will have
the evidence which helps in reducing the impact of harm.
Exercise and peer feedback:
Initially, the student faces most of the challenges such as lack of time management and other
skills, which often leads to feel overburden or stressed (Zhu & et.al 2019). Therefore, exercise,
and meditation will help in carrying out of work with greater efficiency, that leads to better work
carrying out of work. Peer feedback can also be a better option, for the new nurse, thus students
can proceed to ask superiors to give feedbacks on their performance it will help in improvising
the working approach. To deliver the work on time, it is essential to learn and develop time
interposition. Which is developed by the health care professionals to educate the new nurses on
their better work approach (Innes & Calleja, 2018). The primary purpose of this training is to
improvise the peer and promote self-enhancement. Thus both resilience and coping strategies
will help in overcoming the transition shock. It also enables to maintain the better and caring
relationship with others and with this student can easily manage the positive and easy-going
deposition.
Ethics education and knowledge development training:
It is the initial stage to teach the nurses, it will help in gaining the insight of what to do and what
things not to do when confronted by the bully (Wong & et.al 2018). It is found that most of the
nurses at the initial phase underestimate the situation, and often ignores it later, it affects the
work performance. Therefore, it is important to have enough knowledge, thus particularly this
training helps in boosting the morale of students and also makes to not resign from their jobs
(Kaihlanen & et.al 2018). Although ethics will help the new nurse to proceed with standards and
encouragement by the peers will help in filing or reporting the case of bullying. This education
will help the student to find the bullying factor and documents it so that at the end they will have
the evidence which helps in reducing the impact of harm.
Exercise and peer feedback:
Initially, the student faces most of the challenges such as lack of time management and other
skills, which often leads to feel overburden or stressed (Zhu & et.al 2019). Therefore, exercise,
and meditation will help in carrying out of work with greater efficiency, that leads to better work
carrying out of work. Peer feedback can also be a better option, for the new nurse, thus students
can proceed to ask superiors to give feedbacks on their performance it will help in improvising
the working approach. To deliver the work on time, it is essential to learn and develop time
6
management skills that will guide in prioritising the work, thus it helps in delivering the work in
a given time frame (Duchscher & Windey, 2018). Interaction and communication with peers
helps in dealing with mixed emotions at an early stage.
Hence, overall, these strategies will help overcome the challenges faced during the initial
stage of the transition phase.
References
Bhandari, S., Doan, J., Blackwood, J., Coult, J., Kudenchuk, P., Sherman, L., ... & Kwok, H.
(2018). Rhythm profiles and survival after out-of-hospital ventricular fibrillation cardiac
arrest. Resuscitation. 125. 22-27.
Bonica, M. J., & Hartman, C. L. (2021). A longitudinal study of the school-to-work transition of
early careerist healthcare managers. Management in Healthcare. 5(2). 175-194.
Duchscher, J. B., & Windey, M. (2018). Stages of transition and transition shock. Journal for
Nurses in Professional Development. 34(4). 228-232.
Gilmartin, H. M., Battaglia, C., Warsavage, T., Connelly, B., & Burke, R. E. (2022). Practices to
support relational coordination in care transitions: observations from the Va rural
transitions nurse program. Health Care Management Review. 47(2). 109-114.
Innes, T., & Calleja, P. (2018). Transition support for new graduate and novice nurses in critical
care settings: An integrative review of the literature. Nurse Education in Practice. 30. 62-
72.
Kaihlanen, A. M., Haavisto, E., Strandell‐Laine, C., & Salminen, L. (2018). Facilitating the
transition from a nursing student to a Registered Nurse in the final clinical practicum: A
scoping literature review. Scandinavian Journal of Caring Sciences. 32(2). 466-477.
Keshk, L. I., Qalawa, S., & Ibrahim, N. A. (2018). Effectiveness of an educational program
regarding nursing process on acquiring advanced skills among internship nursing
students. International Journal of Nursing. 5(2). 32-44.
management skills that will guide in prioritising the work, thus it helps in delivering the work in
a given time frame (Duchscher & Windey, 2018). Interaction and communication with peers
helps in dealing with mixed emotions at an early stage.
Hence, overall, these strategies will help overcome the challenges faced during the initial
stage of the transition phase.
References
Bhandari, S., Doan, J., Blackwood, J., Coult, J., Kudenchuk, P., Sherman, L., ... & Kwok, H.
(2018). Rhythm profiles and survival after out-of-hospital ventricular fibrillation cardiac
arrest. Resuscitation. 125. 22-27.
Bonica, M. J., & Hartman, C. L. (2021). A longitudinal study of the school-to-work transition of
early careerist healthcare managers. Management in Healthcare. 5(2). 175-194.
Duchscher, J. B., & Windey, M. (2018). Stages of transition and transition shock. Journal for
Nurses in Professional Development. 34(4). 228-232.
Gilmartin, H. M., Battaglia, C., Warsavage, T., Connelly, B., & Burke, R. E. (2022). Practices to
support relational coordination in care transitions: observations from the Va rural
transitions nurse program. Health Care Management Review. 47(2). 109-114.
Innes, T., & Calleja, P. (2018). Transition support for new graduate and novice nurses in critical
care settings: An integrative review of the literature. Nurse Education in Practice. 30. 62-
72.
Kaihlanen, A. M., Haavisto, E., Strandell‐Laine, C., & Salminen, L. (2018). Facilitating the
transition from a nursing student to a Registered Nurse in the final clinical practicum: A
scoping literature review. Scandinavian Journal of Caring Sciences. 32(2). 466-477.
Keshk, L. I., Qalawa, S., & Ibrahim, N. A. (2018). Effectiveness of an educational program
regarding nursing process on acquiring advanced skills among internship nursing
students. International Journal of Nursing. 5(2). 32-44.
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Subscribe today to unlock all pages.
Trusted by 1+ million students worldwide
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Mountain, A., Patrice Lindsay, M., Teasell, R., Salbach, N. M., de Jong, A., Foley, N., ... &
Cameron, J. I. (2020). Canadian stroke best practice recommendations: rehabilitation,
recovery, and community participation following stroke. Part two: transitions and
community participation following stroke. International Journal of Stroke. 15(7). 789-
806.
Parola, V., Coelho, A., Fernandes, O., & Apóstolo, J. (2020). Travelbee’s Theory: Human-to-
Human Relationship Model-its suitability for palliative nursing care. Revista de
Enfermagem Referência. (2).
Sandhu, A., & Matlock, D. (2020). Stopping Superfluous Shocks With System Solutions. JAMA
Internal Medicine. 180(12). 1692-1693.
Wong, S. W. J., Che, W. S. W., Cheng, M. T. C., Cheung, C. K., Cheung, T. Y. J., Lee, K. Y., ...
& Yip, S. L. (2018). Challenges of fresh nursing graduates during their transition
period. Journal of Nursing Education and Practice. 8(6). 30-37.
Zhu, Z., Xing, W., Lizarondo, L., Guo, M., & Hu, Y. (2019). Nursing students’ experiences with
faculty incivility in the clinical education context: a qualitative systematic review and
meta-synthesis. BMJ open. 9(2). e024383.
Building nurse resilience in the workplace
by Susan Andersen, Ronda Mintz-Binder, Laura Sweatt, Huaxin Song
Applied Nursing Researchv59 (June 2021)
Article | Peer-reviewed
ISSN: 0897-1897
OCLC Number:
Mountain, A., Patrice Lindsay, M., Teasell, R., Salbach, N. M., de Jong, A., Foley, N., ... &
Cameron, J. I. (2020). Canadian stroke best practice recommendations: rehabilitation,
recovery, and community participation following stroke. Part two: transitions and
community participation following stroke. International Journal of Stroke. 15(7). 789-
806.
Parola, V., Coelho, A., Fernandes, O., & Apóstolo, J. (2020). Travelbee’s Theory: Human-to-
Human Relationship Model-its suitability for palliative nursing care. Revista de
Enfermagem Referência. (2).
Sandhu, A., & Matlock, D. (2020). Stopping Superfluous Shocks With System Solutions. JAMA
Internal Medicine. 180(12). 1692-1693.
Wong, S. W. J., Che, W. S. W., Cheng, M. T. C., Cheung, C. K., Cheung, T. Y. J., Lee, K. Y., ...
& Yip, S. L. (2018). Challenges of fresh nursing graduates during their transition
period. Journal of Nursing Education and Practice. 8(6). 30-37.
Zhu, Z., Xing, W., Lizarondo, L., Guo, M., & Hu, Y. (2019). Nursing students’ experiences with
faculty incivility in the clinical education context: a qualitative systematic review and
meta-synthesis. BMJ open. 9(2). e024383.
Building nurse resilience in the workplace
by Susan Andersen, Ronda Mintz-Binder, Laura Sweatt, Huaxin Song
Applied Nursing Researchv59 (June 2021)
Article | Peer-reviewed
ISSN: 0897-1897
OCLC Number:
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Developing an evidence-based transition program for graduate
nurses
by Jillian Elizabeth Adams, Lucia Gillman
Contemporary Nursev52 n5 (20160829): 511-521
Article | Peer-reviewed
ISSN: 1037-6178
OCLC Number:
Multisource feedback to graduate nurses: a multimethod study
by S. McPhee, N. M. Phillips, C. Ockerby, A. M. Hutchinson
JOURNAL OF CLINICAL NURSING26, no. 21/22, (2017): 3442-3456
Article | Peer-reviewed
ISSN: 0962-1067
OCLC Number:
Strategies new graduate registered nurses require to care and
advocate for themselves: A literature review
by Peter Mellor, Carolyn Gregoric, David Gillham
Contemporary Nursev53 n3 (20170504): 390-405
Article | Peer-reviewed
ISSN: 1037-6178
OCLC Number:
Exploring the factors that affect the transition from student to
health professional: an Integrative review
by Eric Nkansah Opoku, Lee-Ann Jacobs-Nzuzi Khuabi, Lana Van Niekerk
BMC Medical Educationv21 n1 (20211102)
Downloadable Article | Peer-reviewed
OCLC Number:
Graduate nurse views on patient safety: Navigating challenging
workplace interactions with senior clinical nurses.
by Ashlyn Sahay, Eileen Willis
Journal of Clinical Nursingv31 n1-2 (January 2022): 240(10)
Article | Peer-reviewed
ISSN: 0962-1067
OCLC Number:
Developing an evidence-based transition program for graduate
nurses
by Jillian Elizabeth Adams, Lucia Gillman
Contemporary Nursev52 n5 (20160829): 511-521
Article | Peer-reviewed
ISSN: 1037-6178
OCLC Number:
Multisource feedback to graduate nurses: a multimethod study
by S. McPhee, N. M. Phillips, C. Ockerby, A. M. Hutchinson
JOURNAL OF CLINICAL NURSING26, no. 21/22, (2017): 3442-3456
Article | Peer-reviewed
ISSN: 0962-1067
OCLC Number:
Strategies new graduate registered nurses require to care and
advocate for themselves: A literature review
by Peter Mellor, Carolyn Gregoric, David Gillham
Contemporary Nursev53 n3 (20170504): 390-405
Article | Peer-reviewed
ISSN: 1037-6178
OCLC Number:
Exploring the factors that affect the transition from student to
health professional: an Integrative review
by Eric Nkansah Opoku, Lee-Ann Jacobs-Nzuzi Khuabi, Lana Van Niekerk
BMC Medical Educationv21 n1 (20211102)
Downloadable Article | Peer-reviewed
OCLC Number:
Graduate nurse views on patient safety: Navigating challenging
workplace interactions with senior clinical nurses.
by Ashlyn Sahay, Eileen Willis
Journal of Clinical Nursingv31 n1-2 (January 2022): 240(10)
Article | Peer-reviewed
ISSN: 0962-1067
OCLC Number:
9
ICU survival guide
by Patricia Graham, Peter Hall, Shannon Sigurdson
Nursing Managementv39 n1 (Jan 2008) 41-46
Article | Peer-reviewed
ISSN: 0744-6314
OCLC Number:
New Nurse Graduate Residency Mentoring: A Retrospective
Cross-Sectional Research Study
by Felecia S Williams, Elaine S Scott, Deborah E Tyndall, Melvin Swanson
Nursing Economicsv36 n3 (May/Jun 2018) 121-127
Article | Peer-reviewed
ISSN: 0746-1739
OCLC Number:
Supporting Australian clinical learners in a collaborative
clusters education model: a mixed methods study
by Thea F. van de Mortel, Lyn Armit, Brenton Shanahan, Judith Needham, Candy
Brown, Eileen Grafton, Michelle Havell, Amanda Henderson, Laurie Grealish
BMC Nursingv19 n1 (20200626)
Downloadable Article | Peer-reviewed
OCLC Number:
Workplace stress and resilience in the Australian nursing
workforce: A comprehensive integrative review
by Eric Badu, Rebecca Mitchell, Mark Rubin, Carole James, Karen McNeil, Kim
Nguyen, Michelle Giles
International Journal of Mental Health Nursingv29 n1 (Feb 2020) 5-34
Article | Peer-reviewed
ISSN: 1445-8330
OCLC Number:
Resilience in new nurses: a qualitative study.
https://www.sciendo.com/article/10.2478/fon-2020-0029
Australia’s first transition to professional practice in primary care program for graduate registered
nurses: a pilot study
ICU survival guide
by Patricia Graham, Peter Hall, Shannon Sigurdson
Nursing Managementv39 n1 (Jan 2008) 41-46
Article | Peer-reviewed
ISSN: 0744-6314
OCLC Number:
New Nurse Graduate Residency Mentoring: A Retrospective
Cross-Sectional Research Study
by Felecia S Williams, Elaine S Scott, Deborah E Tyndall, Melvin Swanson
Nursing Economicsv36 n3 (May/Jun 2018) 121-127
Article | Peer-reviewed
ISSN: 0746-1739
OCLC Number:
Supporting Australian clinical learners in a collaborative
clusters education model: a mixed methods study
by Thea F. van de Mortel, Lyn Armit, Brenton Shanahan, Judith Needham, Candy
Brown, Eileen Grafton, Michelle Havell, Amanda Henderson, Laurie Grealish
BMC Nursingv19 n1 (20200626)
Downloadable Article | Peer-reviewed
OCLC Number:
Workplace stress and resilience in the Australian nursing
workforce: A comprehensive integrative review
by Eric Badu, Rebecca Mitchell, Mark Rubin, Carole James, Karen McNeil, Kim
Nguyen, Michelle Giles
International Journal of Mental Health Nursingv29 n1 (Feb 2020) 5-34
Article | Peer-reviewed
ISSN: 1445-8330
OCLC Number:
Resilience in new nurses: a qualitative study.
https://www.sciendo.com/article/10.2478/fon-2020-0029
Australia’s first transition to professional practice in primary care program for graduate registered
nurses: a pilot study
⊘ This is a preview!⊘
Do you want full access?
Subscribe today to unlock all pages.
Trusted by 1+ million students worldwide
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https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5363053/
Supporting Australian clinical learners in a collaborative clusters education model: a mixed
methods study
https://link.springer.com/article/10.1186/s12912-020-00451-9
Surviving workplace adversity: a qualitative study of nurses and midwives and their strategies to
increase personal resilience
https://onlinelibrary-wiley-com.ezproxy.ecu.edu.au/doi/full/10.1111/jonm.12293
Nurse resilience: A concept analysis
https://onlinelibrary-wiley-com.ezproxy.ecu.edu.au/doi/full/10.1111/inm.12721
Exploring resilience and workplace adversity in registered nurses: A qualitative analysis
https://onlinelibrary-wiley-com.ezproxy.ecu.edu.au/doi/full/10.1111/nhs.12912
https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5363053/
Supporting Australian clinical learners in a collaborative clusters education model: a mixed
methods study
https://link.springer.com/article/10.1186/s12912-020-00451-9
Surviving workplace adversity: a qualitative study of nurses and midwives and their strategies to
increase personal resilience
https://onlinelibrary-wiley-com.ezproxy.ecu.edu.au/doi/full/10.1111/jonm.12293
Nurse resilience: A concept analysis
https://onlinelibrary-wiley-com.ezproxy.ecu.edu.au/doi/full/10.1111/inm.12721
Exploring resilience and workplace adversity in registered nurses: A qualitative analysis
https://onlinelibrary-wiley-com.ezproxy.ecu.edu.au/doi/full/10.1111/nhs.12912
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