Being a Newly Qualified Nurse: A Nordic Focus Group Study

• Published in: SAGE Open Nursing
• Main Authors: Anette Tast RNT, MNSc, Anne Kasén RN, PhD, Karin Bölenius RN, PhD, Yvonne Hilli RNT, PhD
• Format: Article in Journal/Newspaper
• Language: English
• Published: SAGE Publishing 2024
• Subjects: Nursing; RT1-120; Northern Norway; Northern Sweden
• Online Access: https://doi.org/10.1177/23779608241244679; https://doaj.org/article/a24cf0d5bd114d6798057e73b479aa9c

Introduction The transition to working life as a newly qualified nurse (NQN) can be challenging, leading to heightened stress levels. While NQNs are generally enthusiastic about starting their careers, they often express concerns about various responsibilities and a perceived lack of experience in independently dealing with clinical care in complex environments. Objective To acquire an in-depth understanding, from a caring science perspective, of what it means to be an NQN during the transition period of the first 18 months in the profession. Methods This study relied on an exploratory qualitative design. The methodological approach followed Gadamer's hermeneutic philosophy. Six focus group interviews were conducted in northern Norway (n = 3) and northern Sweden (n = 3) from January through May 2021. The interpretation of the data was inspired by Fleming et al. Nineteen female and seven male NQNs working in different contexts, including hospitals and municipalities, participated in the study. The consolidated criteria for qualitative research were used to report the results. Results Perspectives on NQNs are presented as three themes: a) the responsibility was perceived as a significant challenge, b) being a nurse is complex and demanding, and c) a desire for personal and professional development. Learning to be a nurse shouldering responsibility necessitates support and guidance from caring and compassionate colleagues and leaders. Conclusions This study sheds light on the importance of creating a workplace culture where NQNs’ learning is promoted and supported by designated mentors during their transition to working life. The responsibilities should be aligned with their level of knowledge. It is important that leaders hold developmental dialogues and ensure a career plan for NQNs to continuously develop their knowledge and skills. Intervention studies designed to evaluate the meaning of the support from appointed mentors within structured mentorship programs are needed.