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JOURNAL ARTICLE
REVIEW
SYSTEMATIC REVIEW
A systematic review of the experiences and perceptions of the newly qualified nurse in the United Kingdom.
Nurse Education Today 2010 August
AIM: A systematic literature review of the experiences and perceptions of newly qualified nurses in the UK during the transition from student to staff nurse.
BACKGROUND: It has been widely recognised that newly qualified nurses experience a period of transition. Over the past decade there has been radical reorganisation of nurse education in the UK which has raised issues of preparation for practice.
DATA SOURCES: Searches were made of the Cumulative Index to Nursing and Allied Health Literature (CINAHL) and MEDLINE.
METHODS: A systematic review was carried out. Papers were critically reviewed, relevant data were extracted and synthesised.
RESULTS: Four themes were identified from the empirical evidence base: transition and change, personal and professional development, pre-registration education, preceptorship and support.
CONCLUSION: Transition remains a stressful experience for newly qualified nurses in the UK. Reasons include an increase in personal and professional development, changes in pre-registration education and lack of support once qualified.
RECOMMENDATIONS: Further research is needed to address the current situation in relation to the transition period including pre-registration education, preparation for practice and support in both primary and secondary care.
BACKGROUND: It has been widely recognised that newly qualified nurses experience a period of transition. Over the past decade there has been radical reorganisation of nurse education in the UK which has raised issues of preparation for practice.
DATA SOURCES: Searches were made of the Cumulative Index to Nursing and Allied Health Literature (CINAHL) and MEDLINE.
METHODS: A systematic review was carried out. Papers were critically reviewed, relevant data were extracted and synthesised.
RESULTS: Four themes were identified from the empirical evidence base: transition and change, personal and professional development, pre-registration education, preceptorship and support.
CONCLUSION: Transition remains a stressful experience for newly qualified nurses in the UK. Reasons include an increase in personal and professional development, changes in pre-registration education and lack of support once qualified.
RECOMMENDATIONS: Further research is needed to address the current situation in relation to the transition period including pre-registration education, preparation for practice and support in both primary and secondary care.
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