Faculty’s Role in Assisting New Graduate Nurses’ Adjustment to Practice

Abstract

The purpose of this research was to identify nursing faculty behaviors that reduced the stress and anxiety experienced by new graduate nurses as they transcended from the role of student to professional registered nurse. New graduate nurses often go through a period of high anxiety and stress as they adapt to the role of professional nursing. Known as role transition, many new graduate nurses have difficulty remaining employed and leave the profession of nursing. Staff educators in the health-care industry have worked on developing orientation programs targeted at reducing the anxiety and stress experienced by new graduate nurses. Nursing faculty in academia have worked to provide student nurses with the education needed to practice in an ever-evolving complex health-care system. Despite efforts to provide the education needed, role transition remains a relevant barrier in the ability of many nurses to adjust from the role of student to professional registered nurse. Once specific behaviors were identified, a beginning theory was developed. The beginning theory was developed from the five categories derived from the coding process. They are caring, rigor, experience, knowledge, and professionalism. The purpose of the beginning theory is to provide guidance for nursing faculty as they prepare students for professional practice.