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Newly-graduated nurses’ work-integrated learning: a qualitative study from an educational and occupational perspective
Department of Health Sciences, University West, Trollhättan, Sweden.
Umeå University, Faculty of Medicine, Department of Nursing. Department of Health Sciences, University West, Trollhättan, Sweden.
Department of Health Sciences, University West, Trollhättan, Sweden.
2022 (English)In: Nurse Education in Practice, ISSN 1471-5953, E-ISSN 1873-5223, Vol. 59, article id 103290Article in journal (Refereed) Published
Abstract [en]

Aim: The aim of this study was to describe newly graduated nurses’ (NGNs’) experience of work-integrated learning (WIL), from an educational and occupational perspective. Background: NGNs often find themselves unprepared to meet occupational demands on their competence on entering working life, and express difficulties integrating educational theory into a practical context. Qualitative and effective WIL becomes particularly important for NGNs to develop the competence required to handle the transition from education to working life. Design: This is a qualitative, descriptive study with an inductive approach. Methods: Seven focus-group discussions were performed and subjected to qualitative content analysis. Results: The results revealed that WIL for NGNs includes personal mastering of several professional roles: a self-directed and collaborative learning role, a relational nursing role, and a transition from a student role to a collegial role. Furthermore, WIL entails adapting to organisational requirements, including development of contextual workplace knowledge and understanding; striving for confidence in medical-technical performance; and developing an experience-based understanding of clinical situations. Conclusion: The results reveal that WIL is complex, encompassing adaptation to roles and personal capabilities that increase new graduates’ competence and preparation for work. In addition, WIL requires personal commitment to one's own learning as well as organisational and social support.

Place, publisher, year, edition, pages
Elsevier, 2022. Vol. 59, article id 103290
Keywords [en]
Focus group discussions, Nursing education, Professional development, Qualitative content analysis, Transition, Work-based learning, Work-integrated learning
National Category
Nursing Pedagogy
Identifiers
URN: urn:nbn:se:umu:diva-192258DOI: 10.1016/j.nepr.2022.103290ISI: 000820271300008PubMedID: 35038660Scopus ID: 2-s2.0-85123588549OAI: oai:DiVA.org:umu-192258DiVA, id: diva2:1646086
Available from: 2022-03-21 Created: 2022-03-21 Last updated: 2023-09-05Bibliographically approved

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Hällgren Graneheim, Ulla

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