New Graduate (NG) Nurse Reality
Shock Learning Module
This
learning module introduces the new graduate (NG) nurse to the phenomena of
“reality shock”. The Victor Valley Community College registered nursing (RN) student
will be asked to view the Learning Objectives and Student Outcomes, a Prezi
presentation, assigned readings, and blog. The nursing student will then be
asked to discuss the following questions with classmates, based on the Module
presentation, text, and assigned reading materials:
- How would you define the phenomena “reality shock”?
- Do you think NG nurse transition can be taught, based on the evidence in the assigned readings provided?
- Do you think knowledge of NG nurse “realtiy shock” will improve transition from student to nursing practice?
-Discussion Board: Students in this module would be assigned
an original posting to the above questions, reference 3 articles minimum. Then
respond to two classmates postings.
Journals and Materials:
Cowin, L.,
Hengstberger-Sims, C. (2006). New graduate nurse self-concept and retention: A
longitudinal survey. International Journal of Nursing Studies,
43, 59-70.
Dyess, S.
, & Sherman, R. (2009). The first year of practice: New graduate
nurses' transition and
learning needs. Journal of
Continuing Education in Nursing, 40(9), 403-410.
Pellico, L.,
Brewer, C., & Kovner, C. (2009). What newly licensed registered
nurses have to say
about their first experiences. Nurse Outlook, 57(4), 194-203.
Assigned
Readings
Learning Objectives and Student Outcomes
At the end of this learning module, students
will be able to:
1. Define NG
nurse “reality shock”;
2. Know and
recognize the signs and symptoms of “reality shock”;
3. Possess the
tools necessary to cope with “reality shock”;
4. Have the
ability to think critically to transition from nursing student to practicing
nurse;
5. Reflect and
discuss on the following issues: a. Can the knowledge of the phenomenon NG
nurse “reality shock” help aid the transition from student to nurse(knowing you
are not alone)? and b. The nurse must first take care before they can
effectively care for the patient. What will you do to spiritually, emotionally,
and physically nurture yourself?
Presentation
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| INFOGRAPHIC |
References
Cowin, L., Hengstberger-Sims, C.
(2006). New graduate nurse self-concept and retention: A
longitudinal
survey. International Journal of Nursing
Studies, 43, 59-70.
Dyess, S. , &
Sherman, R. (2009). The first year of practice: New graduate nurses'
transition and
learning
needs. Journal of Continuing Education in Nursing, 40(9),
403-410.
Harrison, T., Stewart, S., Ball,
K., & Bratt, M. (2007). Enhancing the transition of senior nursing
students
to independent practice. Journal of
Nursing Administration, 37 (6), 311-317.
Laschinger, H.K.S., Leiter, M.,
Day, A. & Gilin, D. (2009). Workplace empowerment, incivility,
and
burnout: impact on staff nurse recruitment and retention outcomes. Journal of
Nursing Management, 17 (3),
302-311.
Pellico, L., Brewer, C.,
& Kovner, C. (2009). What newly licensed registered nurses have to say
about
their first experiences. Nurse
Outlook, 57(4), 194-203.
Persaud, D. (2008). Mentoring the
new graduate perioperative nurse: A valuable retention
strategy.
AORN Journal, 87 (6), 1173-1179.
Ross, H., Clifford, K., (2002).
Research as a catalyst for change: the transition from student to
registered nurse. Journal of Clinical Nursing,11, 545-553.
Scott, E., Engelke, M., &
Swanson, M. (2008). New graduate nurse transitioning: necessary or
nice.
Applied Nursing Research, 21 (2),
75-83.
Spence, H., Grau,
A.L., Finegan,
J., Wilk,
P. (2012). Predictors of new graduate nurses’
workplace
well-being: Testing the job demands-resources model. Health
Care Manager,
37(2):175-86.
Ulrich, B., Krozek, C., Early, S.,
Ashlock, C., Africa, L., & Carman, M. (2010). Improving
retention,
confidence, and competence of new graduate nurses: results from a 10-year
longitudinal
database. Nursing Economics, 28 (6),
363-374.
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