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Good clinical support transforms the experience of new graduates and promotes quality care: A qualitative study
Author(s) -
Hussein Rafic,
Salamonson Yenna,
Everett Bronwyn,
Hu Wendy,
Ramjan Lucie M.
Publication year - 2019
Publication title -
journal of nursing management
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.925
H-Index - 76
eISSN - 1365-2834
pISSN - 0966-0429
DOI - 10.1111/jonm.12880
Subject(s) - competence (human resources) , nursing , qualitative research , medical education , nature versus nurture , psychology , medicine , social psychology , social science , sociology , biology , genetics
Aim To explore the clinical support experiences of new graduate nurses’ (NGNs) and how these experiences influenced their learning, job satisfaction and skill development during their new graduate transition. Background As supervising NGNs is different to other groups, nurse managers must be aware of NGNs’ unique needs to successfully transition to practice. Clinical support is crucial, but little is known about what is effective in supporting the learning and development of clinical capability in this critical period. Methods Using a qualitative exploratory design, semi‐structured interviews were conducted with NGNs working in a tertiary level teaching hospital in Sydney, Australia. Nurses were interviewed upon completing their 12‐month transitional support programme (TSP) in late 2013–2014. Data were thematically analysed. Results Twenty‐six NGNs were interviewed. Three major themes identified were as follows: (a) clinical support facilitates learning; (b) conditions required for good clinical support; (c) transforming me. Conclusion Themes identified specific supportive strategies, including informal and formal clinical support to nurture confidence, competence, professional growth and increase satisfaction of NGNs. Implications for Nursing Management Findings describe essential clinical support practices for fostering successful NGN transition.