Abstract

This thesis explores the complexities of transition to professional practice of newly qualified nurses following an undergraduate professional preparation programme. Transition to professional practice from student to qualified nurse and then to confident practitioner has been explored since the late 1960s and is recognised as a complex and multi-faceted issue for the newly qualified nurses. They can feel unprepared for clinical practice and for the organisational demands who require competent and confident personnel to join the workforce. Adopting a social constructionist approach, this study utilises a combination of diaries and interviews to gain a deeper understanding of the experiences and perspectives of six newly qualified nurses during this transitional phase. Diaries are utilised as a research tool in this study to provide an intimate and personal account of the experiences, thoughts, and emotions of newly qualified nurses as they navigate this transition. These diaries offer a unique insight into the learning process, the challenges faced, and the strategies employed to enhance competence and confidence were collected over the first 6 months post-qualifying finishing with a semi-structured interview. The conceptual framework was proposed and then checked by the participants and subsequently refined. The interviews were also conducted to gather further in-depth information and to explore the socialisation process and the formation of professional identity during this transitional period, in order to further develop a conceptual framework.The findings of this study contribute to the existing body of knowledge on the transition from qualification to competent practice in nursing, the analytical process determined that it is the convergence or combination of skills, socialisation and development of identity that enables the achievement of a successful transition. It is hoped that the insights gained from this research will inform educational programmes and support strategies for newly qualified nurses, ultimately enhancing their transition and facilitating their professional growth. Additionally, this research contributes to a broader understanding of the social construction of transition to professional practice.

Keywords

Transition to Professional Practice, Socialisation, Confidence and Competence, Knowledge and Skills, Social constructionist study

Document Type

Thesis

Publication Date

2024

Embargo Period

2024-09-03

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