From enrolled nurse to registered nurse in the rural setting: the graduate nurse experience.
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INTRODUCTION: This article reports on the findings of a study into enrolled nurse (EN) to registered nurse (RN) transition in South Australian rural settings. Rural RNs are required to be multi-skilled generalists capable of providing a wide range of nursing services to a diverse range of clients. This frequently occurs in situations without medical or specialist assistance. The objective of this study was to gain an understanding of the EN to RN transition process within this unique context. METHODS: A hermeneutic phenomenological approach guided the study because this employs the processes of description and interpretation to examine lived experiences. Following ethics approval, four rural hospitals were chosen as suitable sites for the study due to their combined proximity within a rural area. The administrators agreed to support the study and information sheets were distributed. The four participants, one from each hospital, self-selected and took part in an unstructured interview. All participants were ENs who had recently or were currently in the process of transition to RN. Data analysis used van Manen's holistic and selective approaches in conjunction with Hycner's more structured guidelines. Significant phrases or units of meaning were then identified and collated into relevant themes. RESULTS: Three main themes identified were: (1) great expectations--self-expectations; adjusting to the new role; other's expectations; (2) support: sink or swim--peer, managerial and medical staff support; (3) Jacks and Jills of all trades--coping with the scope; proficiency equals specialising; positives of rural transition. The study found that these new graduates had very high expectations of their performance and experienced difficulty in adjusting to their new role. This was far more likely when the new RN had previously worked at the venue as an EN. Other staff and administrators expected these new RNs to be experienced beyond the new graduate level resulting in poor skill match to workload allocation and lack of support. CONCLUSIONS: The expectations placed on these new graduates by clinicians and managers far exceeded their level of expertise and resulted in them experiencing high anxiety levels. Ensuring this unique group of graduates are well supported throughout their transition phase is of utmost importance and this has implications for nurse managers, organisational administrators, nurse clinicians and future graduates. Rural ENs are increasingly undertaking nursing degrees and are urgently needed in rural settings. Accordingly it is in the best interests of managers and others to encourage and support them through an effective transition process. (+info)
Informatics in the doctor of nursing practice curriculum.
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In 2006, The American Association of Colleges of Nursing approved a new doctoral degree for clinical leaders, the Doctor of Nursing Practice. These new advanced practice leaders will need sophisticated skills in informatics to acquire and use data, information, and knowledge in their roles. This paper proposes a foundational course for all Doctor of Nursing Practice students and some strategies for integrating informatics throughout the curriculum. (+info)
Lesson in a pill box: teaching about the challenges of medication adherence.
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BACKGROUND AND OBJECTIVES: Medication mismanagement is a serious health issue affecting elders and people with disabilities, who often manage multiple medications. This project's goal was to educate medical and nursing students about the challenges patients face when managing complex medication regimens. METHODS: A total of 104 first-year medical students and 40 second-year nursing students were randomly assigned to participate in a 1-week regimen of mock prescriptions or to read a description of the regimen and make predictions about what the experience would be like had they participated. RESULTS: Quantitative results in combination with qualitative information suggest that the students taking the mock prescriptions gained important insights into the difficulty of managing a complicated medication regimen. DISCUSSION: This mock prescription exercise, well accepted by students and faculty, was easily incorporated into the curriculum and provided an experiential opportunity for students to learn of the difficulties of medication adherence. (+info)
Developing a blended course on dying, loss, and grief.
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