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Newly-graduated nurses´ work-integrated learning: A qualitative study from an educational and occupational perspective
University West, Department of Health Sciences, Section for nursing - undergraduate level. (LOV, LINA)
University West, Department of Health Sciences, Section for nursing - graduate level. Department of Nursing, Umeå University, Umeå (SWE). (LOV)ORCID iD: 0000-0003-0208-4343
University West, Department of Health Sciences, Section for nursing - graduate level. (LOV, LINA)ORCID iD: 0000-0003-0084-4636
2022 (English)In: Nurse Education in Practice, ISSN 1471-5953, E-ISSN 1873-5223, Vol. 59Article 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 Ltd , 2022. Vol. 59
Keywords [en]
Focus group discussions, Nursing education, Professional development, Transition, Qualitative content analysis, Work-based learning, Work-integrated learning
National Category
Nursing Learning Work Sciences
Research subject
Work Integrated Learning; NURSING AND PUBLIC HEALTH SCIENCE, Nursing science
Identifiers
URN: urn:nbn:se:hv:diva-18167DOI: 10.1016/j.nepr.2022.103290ISI: 000820271300008PubMedID: 35038660Scopus ID: 2-s2.0-85123588549OAI: oai:DiVA.org:hv-18167DiVA, id: diva2:1646853
Available from: 2022-03-24 Created: 2022-03-24 Last updated: 2023-05-17

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Andersson, AnnaHällgren Graneheim, UllaSkyvell Nilsson, Maria

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