Lost in transition-Newly qualified registered nurses and their transition to practice journey in the first six months: A qualitative descriptive study
Bibliographic record
Abstract
Background and objective: Poor transition to practice during the first year of graduate nurses' employment causes compromised patient care and a high staff turnover. Globally, as the world grapples with an ageing population and increasing healthcare demands, it is imperative to retain newly qualified Registered Nurses to sustain the nursing workforce. Objectives: To explore newly qualified Registered Nurses on their transition to practice journey during their first six months of employment.Methods: Design: A qualitative descriptive design. Settings: A large metropolitan public hospital in Singapore. Participants: A purposive sample of eleven newly qualified Registered Nurses with six months of graduate working experience. Methods: One-to-one semi-structured interviews were conducted, audio-taped and transcribed verbatim. Thematic analysis was employed in this study.Results: Three themes emerged from the data analysis: personal adaptations, professional adaptations and organisational adaptations. Subthemes of personal adaptations include a new experience, seeking help and coping with transition. Under professional adaptations, the subthemes are accountability, coordination, interprofessional relationships and knowledge. Subthemes of organisational adaptations are staff support, working environment and transition to practice programme.Conclusions: The findings emphasized the importance of establishing responsibilities, performance expectations and appropriate workplace behaviors guidelines, and to bridge the gap between transition to practice programme and preceptorship is also necessary.
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.008 | 0.005 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.001 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.002 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".