An analysis of the transition of newly qualified registered nurses during the first year of registration with the South African nursing council: a short report

  • Sindisiwe Mthembu
  • Faith Zakwe

Abstract

Introduction:
Literature shows that the process of transition from student nurse to qualified registered nurse has long been recognized as a stressful experience. The South African Nursing Council requires newly qualified nurse practitioners to have the necessary knowledge, skills, attitudes and values which will enable them to render an efficient service. The purpose of this research was to analyse the views of newly qualified registered nurses on their clinical experiences during their first year of registration.

Methods:
A quantitative descriptive design was used. The population included 40 newly qualified nurses who were still in their first year of being registered nurses. Convenience sampling was done.

Results:
This study revealed that the transition period remains stressful for some newly qualified practitioners because of the minimal support they receive.

Conclusion:
It is recommended that there should be careful planning of student experiences in their final year of study and that the inconsistencies in clinical settings be addressed.

 

References

American Association of Colleges of Nursing. (2009). Fact sheet: nursing shortage. Retrieved June 17, 2009

from http://www.aacn.nche.edu/Media/FactSheets/ NursingShortage.htm.

Berry, J. (2005). A student and registered nurse partnered clinical experience, Nurse Educator, 30(6), 240-241.

Bryant, S., & Williams, D. (2002). The senior practicum, Nurse Educator, 27(4), 174-177.

Casey, K., Fink, R., Krugman, M., & Propst, J. (2004).The graduate nurse experience. Journal of Nursing Administration, 34, 303-11.

Chung, L.Y.F., Wong, F.K.Y., & Chueng, S.C.M. (2008). Fostering maturity for senior nursing students: a pre- graduation clinical placement. Nurse Education Today,

(4), 409-418.

Duchscher, J.E.B. (2005). Out in the Real World Newly Graduated Nurses in Acute-care Speak Out. Journal of Nursing Administration, 31(9), 426-439.

Gerrish, K. (2000). Still fumbling along? A comparative study of the newly qualified staff nurse’s perception of

the transition from student to qualified nurse. Journal of Advanced Nursing, 32(2), 473-480.

Halfer, D., & Graf, E. (2006). Graduate nurse perceptions of the work experience. Nursing Economics, 24, 150-

Lathlean, J., Smith G., & Bradley S. (1986). Postregistration development schemes. NERU Report

Number 4. Nursing Research Unit, King’s College, University of London.

Maben, J., & Clark, J.M. (1998). Diplomates’ perceptions of their experiences of transition from student to staff

nurse, Journal of Advanced Nursing, 7(2), 145-153.

Meyer, S.M. (2007). An investigation into the affective experiences of students in an online learning environment. An unpublished master’s thesis submitted at the University of Pretoria. Retrieved February15, 2010 upetd.up.ac.za/thesis/available/etd

Midgley, K. (2005). Pre-registration student nurses’ perception of the hospital-learning environment during clinical placements, Nurse Education Today, 26, 338- 345.

Moeti, M.R., van Niekerk, S.E., & van Velden, C.E. (2004). Perceptions of the clinical competence of

newly registered nurses in the North West province. Curationis, 27(3), 72-84.

Morolong, B.G., & Chabeli, M.M. (2005). Competence of newly qualified registered nurses from a nursing

college. Curationis, 28(2), 38-50. O’Shea, M., & Kelly, B. (2007). The lived experiences of nurses on the clinical placement following registration in the Republic of Ireland. Journal of Clinical Nursing,

, 1534-1542.

Rungapadiachy, D.M., & Madill, A. (2006). How newly qualified mental health nurses perceive their role.

Journal of Psychiatric and Mental Health Nursing, 13, 533-542.

Valdez, A.M. (2008). Transition from novice to competent: What can we learn from the literature about graduate nurses in the emergency setting? Journal of Emergency Nursing, 34(5), 435-440.

Section
Articles