“Navigating Bachelor (generic) graduate nurses’ views about one-year internship program: a qualitative descriptive study related to role transition”

  • Pir Bux Jokhio Begum Bilqees Sultana Institute of Nursing People University of Medical & Health Sciences for women Shaheed Benazir Abad
  • Ghulam Abbas Panhwar Benazir College of Nursing Shaheed Mohtarma Benazir Bhutto Medical University (BINACHS) Larkana.
  • Shazia Sultan Sheikh Zayed Medical College Rahim Yar Khan
  • Musrat Fatima Peoples Nursing School, Liaquat University of Medical & Health Sciences, Jamshoro
Keywords: Nurse internee, one year internship program, Role Transition

Abstract

Background: On completing the graduate study, nurses require to be posted for a one-year internship program (IP). In other words, it is a form of ‘transition or a change in a role.' As health care professionals, role transition is an inevitable, constant and dynamic process. The journey from student to a registered nurse is exciting as well as complex phenomena. The study was conducted to ‘explore the views of nurse internee, who have completed their one year internship period, about their experiences related to that important phase of transition. 

Methodology: A qualitative descriptive study with purposive and convenience sampling method was conducted. Data was collected through interviews and analyzed through a method proposed by Colorafi KJ & Evans B (2016).

Results: Eight interviews were conducted. The main theme identified was “Internship as a professional endeavor”. Four subthemes as ambiguity in understanding objectives of the internship, administrative and communication problems, supportive environment and ethical practice environment were also identified.

Conclusion: It was concluded that the internship period is a very essential component for achieving professional growth and skill acquisition, but it was also stressed that it can only be made effective, if objectives of internship be made clear to interns and communication and administrative problems solved on priority basis as to create an ethically sound and professionally favourable conditions for interns.  

References

1. Duchscher JB. A process of becoming: The stages of new nursing graduate professional role transition. J Contin Educ Nurs. 2008; 39(10):441-450.
2. Dyess SM, Sherman RO. The first year of practice: New graduate nurses’ transition and learning needs. J Contin Educ Nurs. 2009;40(9):403-410.
3. Holt I.G. Role transition in primary care settings. Qual Prim Care. 2008; 16(2):117-126.
4. McKenna L, Newton JM. After the graduate year: a phenomenological exploration of how new nurses develop their knowledge and skill over the first 18 months following graduation. Aust J Adv Nurs. 2008; 25(4):9-15.
5. Clipper B, Cherry B. From transition shock to competent practice: Developing preceptors to support new nurse transition. J Contin Educ Nurs. 2015; 46(10):448-454.
Published
2019-06-01
How to Cite
Jokhio, P., Panhwar, G. A., Sultan, S., & Fatima, M. (2019). “Navigating Bachelor (generic) graduate nurses’ views about one-year internship program: a qualitative descriptive study related to role transition”. International Journal of Endorsing Health Science Research (IJEHSR), 7(2), 78-85. https://doi.org/10.29052/IJEHSR.v7.i2.2019.78-85