Lavoie-Tremblay, Wright, Desforges, Gelinas, Marchionni, Devniok (2008) discuss the different demands of a new generation of nurses. The largest percentage of new graduate RNs are Generation Y born between 1980-2000 who expect different things from their work environment, which often leads to job dissatisfaction. Generation Y new graduate RNs responded to a recent survey of 3,009 participants which yielded 43.4% experiencing high psychological stress within the clinical setting. Nurses will comprise four generational groups and still have to make their way through the transition model as Patricia Benner developed in the nineteen eighties (Lavoie-Tremblay, 2008).

  New graduate RNs should be aware of the qualities they value in their workplace as to find a better fit. Lavoie-Tremblay et al (2008) describes Generation Y,

  “as the ideal workforce. They combine the work ethic of baby boomers with the can-do attitude of veterans and the technological savvy of generation Xers. They value participation, collaboration and support as opposed to competition. These outspoken and confident employees expect constant feedback, frequent praise and consistent rewards” (Lavoie-Tremblay et al, 2008, p. 726).

The current research by Lavoie-Tremblay et al (2008) on transition links the correlation of effort and reward balance to maintain job satisfaction (Lavoie-Tremblay, 2008).

Organizational Culture

  As a new graduate RN it is important to reflect on key components of organization culture because it can predict your commitment to the organization (Lavoie-Tremblay et al, 2008). The Benner model involves engagement between the novice nurse and the proficient and expert nurses to develop along the continuum of transition. Lavoie-Tremblay et al (2008) demonstrated that the greater the new graduate RNs receive social support and a welcoming work environment the less they report psychological stress and feel a greater competency with their skills (Lavoie-Tremblay et al, 2008).

  Ricker (2008) emphasizes a supportive network in the transition experience of new graduates through the residency program at University of Colorado Hospital (Ricker, 2008). The model is being studied in an attempt to find evidence based practice for new graduate transition programs. The yearlong program evaluates the new graduate RN in collaboration with the preceptor and clinical leaders regarding their perceptions of preparedness for clinical practice. Additional experiences can be facilitated to ensure the readiness of the nurse to transition into independent practice (Ricker, 2008). The nurse residency model has included a debriefing and reflective element to the transition process to aid in both personal and organization learning about the new graduate RN transition (Ricker, 2008).

New Graduate RN Expectations

  A study done by Heslop, McIntyre and Ives (2001) studied the expectation of the novice nurse about the transition process of the new graduate professional RN. There was direct link to an optimistic outlook for the new graduate RN’s if the novice nurse participated in a senior preceptor model (Heslop et al, 2001). The literature suggests a gap in knowledge related to the new graduate nurse expectations because of the latest emphasis made on direct patient care and outcomes research found in the landmark study in 2000 To Err is Human. This study publicized the number of people in harm through medication errors and hospital acquired infections which called attention to the outcomes of patient care. This study heightened a sense of immediacy and often fear for those beginning to practice.

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