In August 2014 Reinette Roziers presented at the Western Cape Nursing Research Forum. Amongst the noted presenters were Associate Prof Sinegugu Duma and Professor Karien Jooste(guest speakers), Charlene Esau, Karien Orton, Suveena Singh, Debbie Ockhuis, and Nandipha Roji.
Find Ms. Rozier's abstract below
PURPOSE: The research inquiry explored the lived experience of role transition of newly qualified nurses undertaking compulsory community service in health facilities in the Western Cape in 2011.
OBJECTIVES: The objectives of the inquiry were: a) to describe newly qualified nurses’ feelings and thoughts about their preparedness for role transition from student to community service nurse; and b) to describe their experience of role transition.
METHODS: Husserlian descriptive phenomenology, characterized by inductive extraction of units of meaning, was employed to establish ‘essences’ of the lived experience of role transition. Data were collected from eight participants through two semi-structured individual interviews before and one month after clinical placements.
RESULTS: Discussion and recommendations: Six themes emerged from analyzing the participants’ interview data: ‘uncertainty and fear in anticipation of the reality,’ ‘a sense of achievement,’ ‘a reality shock,’ ‘disillusioned: perceived lack of support,’ ‘ambivalence: a male’s perspective’ and ‘surviving the first month.
CONCLUSIONS: Findings indicate that newly qualified nurses in South Africa under-taking compulsory community service experienced similar challenges to newly qualified nurses in developed countries. They seemed to have transitioned successfully after one month’s practice despite a perceived lack of support. Preparation for role transition from student nurse to graduate community service nurse requires a four-year structured programme that includes training in conflict management, assertiveness and practical ethics.
Find Ms. Rozier's abstract below
PURPOSE: The research inquiry explored the lived experience of role transition of newly qualified nurses undertaking compulsory community service in health facilities in the Western Cape in 2011.
OBJECTIVES: The objectives of the inquiry were: a) to describe newly qualified nurses’ feelings and thoughts about their preparedness for role transition from student to community service nurse; and b) to describe their experience of role transition.
METHODS: Husserlian descriptive phenomenology, characterized by inductive extraction of units of meaning, was employed to establish ‘essences’ of the lived experience of role transition. Data were collected from eight participants through two semi-structured individual interviews before and one month after clinical placements.
RESULTS: Discussion and recommendations: Six themes emerged from analyzing the participants’ interview data: ‘uncertainty and fear in anticipation of the reality,’ ‘a sense of achievement,’ ‘a reality shock,’ ‘disillusioned: perceived lack of support,’ ‘ambivalence: a male’s perspective’ and ‘surviving the first month.
CONCLUSIONS: Findings indicate that newly qualified nurses in South Africa under-taking compulsory community service experienced similar challenges to newly qualified nurses in developed countries. They seemed to have transitioned successfully after one month’s practice despite a perceived lack of support. Preparation for role transition from student nurse to graduate community service nurse requires a four-year structured programme that includes training in conflict management, assertiveness and practical ethics.
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