John Blanton (2007) began nursing later in life writes about his concern, “But though my new career terrified me, tired me and was impoverishing me, it yielded that satisfying sense of purpose that had motivated me at the start. As early as those first few weeks, I could see that even my frantic novice’s efforts contributed to a cumulatively positive effect, despite my chronic fear of inflicting harm. In time the great majority of patients improved” (Blanton, 2007, p. 4).

Blanton (2007) emphasizes the psychosocial demands of nursing and reinforces Benner’s model of transition into professional practice (Blanton, 2007). With greater assessment skills and understanding of the complex patient care needs new graduate RNs move through the ladder of Benner’s stages with time and experience on the patient care unit.

  Sewell (2008) describes the process of journaling as an avenue for new graduate RN’s to learn from their experiences (Sewell, 2008). It gives their clinical leaders and mentors a tangible topic to discuss how they handled certain situations and what they can learn from one another. Journaling has shown to improve critical thinking skills and engage experienced nurses with graduate nurses and cultivate professional growth for all new graduate RNs (Sewell, 2008). The reflection process can strengthen decision-making and coping strategies through practice (Sewell, 2008). In a sense the journaling process speaks directly to Benner’s From Novice to Expert model by giving the new nurse experiences to share with his or her peers and seasoned nurses.

Recommendations

  As a new graduate RN embarking on your professional nursing career it is crucial to find an ethical work environment and culture committed to your professional developmental. The environment will have a structured orientation program that has ongoing communication regarding the challenges the entry-level nurse faces as a professional RN. Assessing personal and professional strengths guide the new graduate RN in selecting an environment where the RN can excel. Finding an environment that values your strengths leads to positive outcomes for the individual and institution. Positive outcomes will foster professional work decreasing the nursing shortage, increasing retention and leading the new generation of the nursing workforce.

References

  Benner, P. (1982). From Novice to Expert. American Journal of Nursing. March, 402-407.

  Blanton, John. Care and Chaos on the Night Nursing Shift: In a Search for purpose, an editor changes careers, ‘He’s asking for You Again.’ Wall Street Journal. New York: April 24, 2007.

  Dracup, K. (2007). Nurse Residency Programs: Preparing for the Next Shift. American Journal of Critical Care. 16(4), 328-330.

Hardin-Pierce, M. (2005). Leadership Strategies to Enhance the Transition from Nursing Student Role to Professional Nurse. Nursing Leadership Forum, 9(3), 110-117.

  Harrison, T., Stewart, S. Ball, K., Bratt, M. (2007). Clinical Focus Program: Enhancing the Transition of Senior Nursing Students to Independent Practice. The Journal of Nursing Administration, 37(6), 311-317.

  Heslop, L., McIntyre, M., & Ives, G. (2001). Undergraduate student nurses' expectations and their self-reported preparedness for the graduate year role. Journal of Advanced Nursing, 36(5), 626-634.

  Hooper-Kyriakidis, P. (Speaker). (2005). From Novice and Beyond: Applying the Benner Model. DVD recording Presentation at Mount Wachusett Community College.

  Lavoie-Tremblay, M., O’Brien-Pallas, L., Genlinas, C., Desforges, N., Marchionni, C., (2008). Addressing the turnover issue among new nurses from a generational viewpoint. Journal of Nursing Management, 16, 724-733.

  Lavoie-Tremblay, M., Wright, D., Desforges, N., Gelinas, C., Marchionni, C., Drevniok, U. (2008). Creating a healthy workplace for new-generation nurses. Journal of Nursing Scholarship, Third Quarter, 290-296.

  Mills, J., Mullins, A. (2008). The California Nurse Mentor Project: Every Nurse Deserves a Mentor. Nursing Economic$. 26(5), 310-315.

  Ricker, F. (2008). A supportive nursing model: Innovative nurse residency program eases new graduate transition. Colorado Nurse, 108(2), 6-7.

  Paton, B., Binding, L. (2009). Keeping the Center of Nursing Alive: A Framework for Preceptor Discernment and Accountability. Journal of Continuing Education in Nursing, 40 (3), 115-120.

  Sewell, E. A. (2008). Journaling as a mechanism to facilitate graduate nurses' role transition. Journal for Nurses in Staff Development, 24(2), 49-52.

  Wieland, D. M., Altmiller, G. M., Dorr, M. T., & Wolf, Z. R. (2007). Clinical transition of baccalaureate nursing students during preceptored, pregraduation practicums. Nursing Education Perspectives, 28(6), 315-321.

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