Free The Impact of Nurse Residency Dissertation Example
The Impact of Nurse Residency/Transition Programs in Reducing Work Bullying, Stress, Burnout and Violence among New Graduate Registered Nurses
There were 7 out of the 10 articles discussed that showed the issues of bullying and violence as a culture in nursing. Cantrell examined the prevalence of the newly graduated nurses concerning their vulnerability through surveying 550 of them (190). According to the survey, more than half (57%) of those who participated said that they have experienced being undervalued by others, this is according to Beecroft, Dorey, Wenten (200). Out of this, there were 35% reported to have experienced their learning process prevented by the other nurses. Additionally, there were 22% claimed that they would be threatened by the others if they had spoken about the issues that they were facing. From the experiment, there were a total of 70 newly graduated nurses who stated that they experienced neglect. This constitutes 33 % of the nurses who participated in the experiment. Also, there were 39% of them felt that they were distressed by at least some form of conflict with the other nurses. The other finding was that 49% of the nurses felt that there was little or lack of the necessary supervision and support when they needed them. From the same incidences, there were 40% who described the involvement with the others as being majorly rude. In this analysis, there were ten related studies that analyzed the impacts of the nurse residency and transition programs on the newly graduated nurses on reducing work bullying, stress, burnout, and violence. All the studies that were used were done within the past eight years. Of the ten studies, six were done within the last three years. All the reports used were quantitative with the inclusion criteria of experimental designs within the past 6-24 months. This experiment was also done by Sandelowski, who found out that one of the most significant challenges that affects more than 40% of the nurses has admitted to the difficulties (246). From the experiment, four of the participants are between the ages of twenty years to thirty years old. As a result, some programs emphasize the adequate preparation for the medical students to become a better practitioner. Some of the challenges that the newly graduated nurse face include work bullying, stress, burnout, and violence that affect the new graduated and registered nurses. The transition and residency programs are part of the preparatory practices that the nurses have to go through. This study was aimed to analyze the impacts that these programs have on the trainee nurse, and whether they are effective ways of reducing such disadvantages, this is a systematic review of the past literature about the experience of the nurses and whether the programs were effective in reducing the challenges that they had during the transition. Olson-Sitki et al. (156) add that the vulnerability of the newly graduated nurse is reduced by more than 60% if they go through the trainings that are provided by the transitional programs. In the experiment, out of the 200 participants, 34% of them felt that they were being abused. Among the same people, 16 of them said that they wanted to quit the profession as a result of frequent humiliations and abusive comments. Also, 77.6% of the participants said that the programs helped them become more stable emotionally and could handle the pressure from the other workmates. 46.3% that they could handle the challenge that came with exhaustion. As such, they could not burn out easily. The systematic review analyses the impacts that the plans had on lowering stress and violence. Hence, as an independent practice, the newly employed doctors go through several challenges while trying to adjust to the new environments. Several documents promote the transition practices and the reasons why they have to be done. (Britt et al., 156) also found out that more than 60% of the nurses who are new in the profession face some form of abuse each day. Foundations of the year are one of the transition programs that the nurses go through to equip themselves with the necessary techniques that can help them avoid bullying. Research also shows that more than forty percent of the doctors feel that they are under pressure when they start their nursing practices.
As a result, it is important they get the practices at the earlier stages of life when there are things that are well focused and are overboard. (Forey et al. 341) state that there are more newly graduated nurses who are feeling the pressure from the medical demands (67%) than the senior ones (13%). (Cantrell et al 249) performed a quantitative study about the nurses and their emotions and found out that more than 50% of them did not go through the benefits of transition programs to help in emotional control. (Rush, Adamack, Gordon, and Janke, 220) add to these ideas with their quantitative experiment on the graduate nurses when they found that more than 20% of them wanted to quit their jobs as a result of the increased stress levels.
There are several cases where the nurse who is on duty has to face challenges that they cannot avoid and those that they cannot meet on the personal level. As a result, 68 percent of the newly employed doctors get burned out and are unable to perform their duties. The burnout also results in underperformance or poor practices, especially for the nurses who are dealing with more complex patients. One of the leading causes of burnout is too much work on the side of the nurse. The ability of the newly graduated nurses to cope with the challenges of the environment has also been researched by (Troy et al 303) who also found out that more than 50% of the nurses do not know how to cope with the environmental challenges. There are several reasons why the nurse can take too much time on an activity that might have taken half the tie to perform. One of them is the inability to find the shortcuts and the best practices of the nurse. Hence, the chores that could be done in one hour ends up being done with more than three hours. Boit, et al. concluded that 60% change with the newly graduated nurses while he was comparing the level of confidence in them. This would eventually lead to overworking and burnout. Through preparatory programs, the nurses learn of the best ways of handling procedural activities. Some of the activities that require experience include documentation and record keeping. A student nurse has to be aware of the methods that are used in the new institution while dealing with the patients. This way, the preparatory and transition programs equip the nurse with the ideas and the best methods that they can use to speed up their performances. During these times, it becomes difficult to perform the nursing activities. Apart from the patients, 90 % of the new nurses have to deal with the senior members of staff whom they find at the jobs.
Such people are always stressful as they would want the new nurses and graduate medical practitioners to complete most of the chores for them. There are many ways of dealing with such professionals. Harassments and sexual abuse are some of the most common issues in the working place. The nurses who are aware of their rights have to sue the people who are taking advantage of them. This is mainly common among the newly admitted female nurses. By showing the practices and protective laws of the nurses, the junior doctors will be able to deal with the stress that is caused by the senior members and will reduce the likelihood of occurrence by more than 50 %. Bullying is one of the significant challenges for the new doctors who have to deal with their fellow professionals. This can take place in many different forms. It can come in the form of asking for sexual favors in exchange for experience.
Rush et al, also contribute to the ideas on the pressure felt by the newly promoted nurses who did not attend the transitional programs by stating that they are 60 % more vulnerable than those who attended. In the experiment, 4 open end questions allowed the nurses to fill objectively. The results of this survey showed that 47% of 18 nurses who participated said that the programs reduce the stress as a result of the programs. 24% of them claimed that failure to go through the programs increases the chances of stress and violence among the nurses. 27% of the newly graduated nurses claim that they had witnessed the cases where the lack of transition programs had led to a newly graduated nurse changing the profession. 14% said that stress from the other nurses is the reason why the newly graduated nurse quite their jobs. 75% of them also say that this trend can be reduced by introducing the same programs at the later stages of their careers. From these experiments, out of the 100 nurses, 89.4% of them said that the lack of experience was the main reason for the increased stress levels in the newly graduated nurses. Also, 76.8% said that the pressure from the senior members was the main reason. This is the experience that comes with the transitional programs.
Beecroft, P. C., Dorey, F., & Wenten, M. (2008). Turnover intention in new graduate nurses: a multivariate analysis. Journal of advanced nursing, 62(1), 41-52.
Boit, Bonnie, et al. “quantitative evaluation of a pilot integrative coping and resiliency program for healthcare professionals.” Explore: The Journal of Science and Healing 9.1 (2013): 44-47.
Britt, Kristi, M. Cecilia Wendler, and Gordon Forbes. “Quantitative Evaluation of the impact of a nurse residency program for newly graduated registered nurses.” Journal for Nurses in Professional Development 28, no. 4 (2012): 156-162.
Cantrell, M. A., Browne, A. M., & Lupinacci, P. (2005). The impact of a nurse externship program on the transition process from graduate to registered nurse: Part 1 quantitative findings. Journal for Nurses in Professional Development, 21(5), 187-195.
Cantrell, Mary Ann, and Anne Marie Browne. “The impact of a nurse externship program on the transition process from graduate to registered nurse: Part II. Quantitative findings.” Journal for Nurses in Professional Development 21.6 (2005): 249-256.
Forey, Regina, et al. “The graduate nurse experience: Quantitative residency program outcomes.” Journal of Nursing Administration 38.7/8 (2008): 341-348.
Olson-Sitki, Kristi, M. Cecilia Wendler, and Gordon Forbes. “Statistical Evaluation of the impact of a nurse residency program for newly graduated registered nurses.” Journal for Nurses in Professional Development 28, no. 4 (2012): 156-162.
Rush, K. L., Adamack, M., Gordon, J., & Janke, R. (2014). New graduate nurse transition programs: Relationships with bullying and access to support. Quantitative analysis on Contemporary nurse, 48(2), 219-228.
Sandelowski, M. (2000). Combining quantitative sampling, data collection, and analysis techniques in mixed‐method studies. Research in nursing & health, 23(3), 246-255.
Troy, Kathy, et al. “Quantitative analysis on graduate nurse experience.” Journal of Nursing Administration 34.6 (2004): 303-311.
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