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The Lived Experience of New Nurses: Importance of the Clinical Preceptor
Background: New nurse internships or residency programs represent one evidence-based strategy to increase new nurse recruitment and readiness for practice. This qualitative study examined the phenomenon of being a new nurse in an internship program and explored ways that concernful practices (New nu...
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Published in: | The Journal of continuing education in nursing 2012-12, Vol.43 (12), p.555-565 |
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container_title | The Journal of continuing education in nursing |
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creator | Moore, Penny Cagle, Carolyn Spence |
description | Background:
New nurse internships or residency programs represent one evidence-based strategy to increase new nurse recruitment and readiness for practice. This qualitative study examined the phenomenon of being a new nurse in an internship program and explored ways that concernful practices (New nurse internships or residency programs represent one evidence-based strategy to increase new nurse recruitment and readiness for practice. This qualitative study examined the phenomenon of being a new nurse in an internship program and explored ways that concernful practices (
Diekelmann & Diekelmann, 2009
) present themselves in that program.
Methods:
Heideggerian phenomenology was used to structure the study of seven nurse interns. Transcripts were made from audiotaped conversations of each new nurse and the primary investigator. Hermeneutic analysis was used to identify study themes across narratives. Sequential transcript analysis was used to connect individual excerpts to create a converging conversation of new nurses’ lived internship experiences.
Results:
Three study themes defined the meaningfulness of the preceptor-new nurse relationship. A converging conversation of new nurse stories linked themes, concernful practices (patterns), and interpretation of the experience of being a new nurse in an internship program.
Conclusion:
This study amplifies the importance of the new nurse-preceptor relationship that supports new nurses’ transition to practice. |
doi_str_mv | 10.3928/00220124-20120904-29 |
format | article |
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New nurse internships or residency programs represent one evidence-based strategy to increase new nurse recruitment and readiness for practice. This qualitative study examined the phenomenon of being a new nurse in an internship program and explored ways that concernful practices (New nurse internships or residency programs represent one evidence-based strategy to increase new nurse recruitment and readiness for practice. This qualitative study examined the phenomenon of being a new nurse in an internship program and explored ways that concernful practices (
Diekelmann & Diekelmann, 2009
) present themselves in that program.
Methods:
Heideggerian phenomenology was used to structure the study of seven nurse interns. Transcripts were made from audiotaped conversations of each new nurse and the primary investigator. Hermeneutic analysis was used to identify study themes across narratives. Sequential transcript analysis was used to connect individual excerpts to create a converging conversation of new nurses’ lived internship experiences.
Results:
Three study themes defined the meaningfulness of the preceptor-new nurse relationship. A converging conversation of new nurse stories linked themes, concernful practices (patterns), and interpretation of the experience of being a new nurse in an internship program.
Conclusion:
This study amplifies the importance of the new nurse-preceptor relationship that supports new nurses’ transition to practice.</description><identifier>ISSN: 0022-0124</identifier><identifier>EISSN: 1938-2472</identifier><identifier>DOI: 10.3928/00220124-20120904-29</identifier><identifier>PMID: 22966771</identifier><identifier>CODEN: JCENBS</identifier><language>eng</language><publisher>United States: SLACK INCORPORATED</publisher><subject>Adult ; Clinical medicine ; Education, Nursing, Continuing - methods ; Educational Change ; Evidence ; Female ; Health Needs ; Humans ; Internship Programs ; Internship, Nonmedical - methods ; Internships ; Interpersonal Relationship ; Job Satisfaction ; Male ; Mentors ; Nurses ; Nursing ; Nursing education ; Nursing Methodology Research ; Nursing Staff, Hospital - psychology ; Opportunities ; Preceptorship - methods ; Professional Development ; Professional relationships ; Qualitative research ; Staff Development - methods ; Teaching Methods ; Thinking Skills ; Work Environment ; Young Adult</subject><ispartof>The Journal of continuing education in nursing, 2012-12, Vol.43 (12), p.555-565</ispartof><rights>Copyright 2012, SLACK Incorporated.</rights><rights>Copyright 2012, SLACK Incorporated</rights><lds50>peer_reviewed</lds50><woscitedreferencessubscribed>false</woscitedreferencessubscribed><citedby>FETCH-LOGICAL-c491t-dcf58376360efa5fa30cf5035b8b58f15fc4427b7e6be2bc9609ed9023e04bfa3</citedby><cites>FETCH-LOGICAL-c491t-dcf58376360efa5fa30cf5035b8b58f15fc4427b7e6be2bc9609ed9023e04bfa3</cites></display><links><openurl>$$Topenurl_article</openurl><openurlfulltext>$$Topenurlfull_article</openurlfulltext><thumbnail>$$Tsyndetics_thumb_exl</thumbnail><linktopdf>$$Uhttps://www.proquest.com/docview/1269485039/fulltextPDF?pq-origsite=primo$$EPDF$$P50$$Gproquest$$H</linktopdf><linktohtml>$$Uhttps://www.proquest.com/docview/1269485039?pq-origsite=primo$$EHTML$$P50$$Gproquest$$H</linktohtml><link.rule.ids>314,777,781,21360,21376,27906,27907,33593,33594,33859,33860,43715,43862,73971,74147</link.rule.ids><backlink>$$Uhttps://www.ncbi.nlm.nih.gov/pubmed/22966771$$D View this record in MEDLINE/PubMed$$Hfree_for_read</backlink></links><search><creatorcontrib>Moore, Penny</creatorcontrib><creatorcontrib>Cagle, Carolyn Spence</creatorcontrib><title>The Lived Experience of New Nurses: Importance of the Clinical Preceptor</title><title>The Journal of continuing education in nursing</title><addtitle>J Contin Educ Nurs</addtitle><description>Background:
New nurse internships or residency programs represent one evidence-based strategy to increase new nurse recruitment and readiness for practice. This qualitative study examined the phenomenon of being a new nurse in an internship program and explored ways that concernful practices (New nurse internships or residency programs represent one evidence-based strategy to increase new nurse recruitment and readiness for practice. This qualitative study examined the phenomenon of being a new nurse in an internship program and explored ways that concernful practices (
Diekelmann & Diekelmann, 2009
) present themselves in that program.
Methods:
Heideggerian phenomenology was used to structure the study of seven nurse interns. Transcripts were made from audiotaped conversations of each new nurse and the primary investigator. Hermeneutic analysis was used to identify study themes across narratives. Sequential transcript analysis was used to connect individual excerpts to create a converging conversation of new nurses’ lived internship experiences.
Results:
Three study themes defined the meaningfulness of the preceptor-new nurse relationship. A converging conversation of new nurse stories linked themes, concernful practices (patterns), and interpretation of the experience of being a new nurse in an internship program.
Conclusion:
This study amplifies the importance of the new nurse-preceptor relationship that supports new nurses’ transition to practice.</description><subject>Adult</subject><subject>Clinical medicine</subject><subject>Education, Nursing, Continuing - methods</subject><subject>Educational Change</subject><subject>Evidence</subject><subject>Female</subject><subject>Health Needs</subject><subject>Humans</subject><subject>Internship Programs</subject><subject>Internship, Nonmedical - methods</subject><subject>Internships</subject><subject>Interpersonal Relationship</subject><subject>Job Satisfaction</subject><subject>Male</subject><subject>Mentors</subject><subject>Nurses</subject><subject>Nursing</subject><subject>Nursing education</subject><subject>Nursing Methodology Research</subject><subject>Nursing Staff, Hospital - psychology</subject><subject>Opportunities</subject><subject>Preceptorship - methods</subject><subject>Professional Development</subject><subject>Professional relationships</subject><subject>Qualitative research</subject><subject>Staff Development - methods</subject><subject>Teaching Methods</subject><subject>Thinking Skills</subject><subject>Work Environment</subject><subject>Young Adult</subject><issn>0022-0124</issn><issn>1938-2472</issn><fulltext>true</fulltext><rsrctype>article</rsrctype><creationdate>2012</creationdate><recordtype>article</recordtype><sourceid>ALSLI</sourceid><sourceid>CJNVE</sourceid><sourceid>M0P</sourceid><recordid>eNqVkF1LwzAUhoMobk7_gUjBG2-qSZqmiXcyphPG9GJehzY9wc5-mbR-_HtTtol4IZiL5JDzvO85vAidEnwZSSquMKYUE8rC4cYS-0LuoTGRkQgpS-g-Gg9IODAjdOTcGvsjsDhEI0ol50lCxmi-eoZgUbxBHsw-WrAF1BqCxgRLeA-WvXXgroP7qm1sl247nVdMy6IudFoGjxY0tF1jj9GBSUsHJ9t3gp5uZ6vpPFw83N1PbxahZpJ0Ya5NLKKERxyDSWOTRtj_4CjORBYLQ2KjGaNJlgDPgGZaciwhl5hGgFnm8Qm62Pi2tnntwXWqKpyGskxraHqniE8l5oJh5tHzX-i66W3tt_MUl0z4udJTbENp2zhnwajWFlVqPxXBakha7ZJWu6QVHWRnW_M-qyD_Fu2i9QDfAK5M9cuP0X-4qjY3Xkj_LYy-ACY9lZY</recordid><startdate>20121201</startdate><enddate>20121201</enddate><creator>Moore, Penny</creator><creator>Cagle, Carolyn Spence</creator><general>SLACK INCORPORATED</general><scope>CGR</scope><scope>CUY</scope><scope>CVF</scope><scope>ECM</scope><scope>EIF</scope><scope>NPM</scope><scope>AAYXX</scope><scope>CITATION</scope><scope>0-V</scope><scope>3V.</scope><scope>7RV</scope><scope>7X7</scope><scope>7XB</scope><scope>88B</scope><scope>88E</scope><scope>8A4</scope><scope>8FI</scope><scope>8FJ</scope><scope>8FK</scope><scope>ABUWG</scope><scope>AFKRA</scope><scope>ALSLI</scope><scope>AN0</scope><scope>ASE</scope><scope>AZQEC</scope><scope>BEC</scope><scope>BENPR</scope><scope>CCPQU</scope><scope>CJNVE</scope><scope>DWQXO</scope><scope>FPQ</scope><scope>FYUFA</scope><scope>GHDGH</scope><scope>GNUQQ</scope><scope>K6X</scope><scope>K9.</scope><scope>KB0</scope><scope>M0P</scope><scope>M0S</scope><scope>M1P</scope><scope>NAPCQ</scope><scope>PQEDU</scope><scope>PQEST</scope><scope>PQQKQ</scope><scope>PQUKI</scope><scope>PRINS</scope><scope>Q9U</scope><scope>S0X</scope><scope>7X8</scope></search><sort><creationdate>20121201</creationdate><title>The Lived Experience of New Nurses: Importance of the Clinical Preceptor</title><author>Moore, Penny ; Cagle, Carolyn Spence</author></sort><facets><frbrtype>5</frbrtype><frbrgroupid>cdi_FETCH-LOGICAL-c491t-dcf58376360efa5fa30cf5035b8b58f15fc4427b7e6be2bc9609ed9023e04bfa3</frbrgroupid><rsrctype>articles</rsrctype><prefilter>articles</prefilter><language>eng</language><creationdate>2012</creationdate><topic>Adult</topic><topic>Clinical medicine</topic><topic>Education, Nursing, Continuing - methods</topic><topic>Educational Change</topic><topic>Evidence</topic><topic>Female</topic><topic>Health Needs</topic><topic>Humans</topic><topic>Internship Programs</topic><topic>Internship, Nonmedical - methods</topic><topic>Internships</topic><topic>Interpersonal Relationship</topic><topic>Job Satisfaction</topic><topic>Male</topic><topic>Mentors</topic><topic>Nurses</topic><topic>Nursing</topic><topic>Nursing education</topic><topic>Nursing Methodology Research</topic><topic>Nursing Staff, Hospital - psychology</topic><topic>Opportunities</topic><topic>Preceptorship - methods</topic><topic>Professional Development</topic><topic>Professional relationships</topic><topic>Qualitative research</topic><topic>Staff Development - methods</topic><topic>Teaching Methods</topic><topic>Thinking Skills</topic><topic>Work Environment</topic><topic>Young Adult</topic><toplevel>peer_reviewed</toplevel><toplevel>online_resources</toplevel><creatorcontrib>Moore, Penny</creatorcontrib><creatorcontrib>Cagle, Carolyn Spence</creatorcontrib><collection>Medline</collection><collection>MEDLINE</collection><collection>MEDLINE (Ovid)</collection><collection>MEDLINE</collection><collection>MEDLINE</collection><collection>PubMed</collection><collection>CrossRef</collection><collection>ProQuest Social Sciences Premium Collection</collection><collection>ProQuest Central (Corporate)</collection><collection>Nursing & Allied Health Database</collection><collection>Health & Medical Collection</collection><collection>ProQuest Central (purchase pre-March 2016)</collection><collection>Education Database (Alumni Edition)</collection><collection>Medical Database (Alumni Edition)</collection><collection>Education Periodicals</collection><collection>Hospital Premium Collection</collection><collection>Hospital Premium Collection (Alumni Edition)</collection><collection>ProQuest Central (Alumni) (purchase pre-March 2016)</collection><collection>ProQuest Central (Alumni Edition)</collection><collection>ProQuest Central UK/Ireland</collection><collection>Social Science Premium Collection</collection><collection>British Nursing Database</collection><collection>British Nursing Index</collection><collection>ProQuest Central Essentials</collection><collection>eLibrary</collection><collection>ProQuest Central</collection><collection>ProQuest One Community College</collection><collection>Education Collection</collection><collection>ProQuest Central Korea</collection><collection>British Nursing Index (BNI) (1985 to Present)</collection><collection>Health Research Premium Collection</collection><collection>Health Research Premium Collection (Alumni)</collection><collection>ProQuest Central Student</collection><collection>British Nursing Index</collection><collection>ProQuest Health & Medical Complete (Alumni)</collection><collection>Nursing & Allied Health Database (Alumni Edition)</collection><collection>Education Database</collection><collection>Health & Medical Collection (Alumni Edition)</collection><collection>Medical Database</collection><collection>Nursing & Allied Health Premium</collection><collection>ProQuest One Education</collection><collection>ProQuest One Academic Eastern Edition (DO NOT USE)</collection><collection>ProQuest One Academic</collection><collection>ProQuest One Academic UKI Edition</collection><collection>ProQuest Central China</collection><collection>ProQuest Central Basic</collection><collection>SIRS Editorial</collection><collection>MEDLINE - Academic</collection><jtitle>The Journal of continuing education in nursing</jtitle></facets><delivery><delcategory>Remote Search Resource</delcategory><fulltext>fulltext</fulltext></delivery><addata><au>Moore, Penny</au><au>Cagle, Carolyn Spence</au><format>journal</format><genre>article</genre><ristype>JOUR</ristype><atitle>The Lived Experience of New Nurses: Importance of the Clinical Preceptor</atitle><jtitle>The Journal of continuing education in nursing</jtitle><addtitle>J Contin Educ Nurs</addtitle><date>2012-12-01</date><risdate>2012</risdate><volume>43</volume><issue>12</issue><spage>555</spage><epage>565</epage><pages>555-565</pages><issn>0022-0124</issn><eissn>1938-2472</eissn><coden>JCENBS</coden><abstract>Background:
New nurse internships or residency programs represent one evidence-based strategy to increase new nurse recruitment and readiness for practice. This qualitative study examined the phenomenon of being a new nurse in an internship program and explored ways that concernful practices (New nurse internships or residency programs represent one evidence-based strategy to increase new nurse recruitment and readiness for practice. This qualitative study examined the phenomenon of being a new nurse in an internship program and explored ways that concernful practices (
Diekelmann & Diekelmann, 2009
) present themselves in that program.
Methods:
Heideggerian phenomenology was used to structure the study of seven nurse interns. Transcripts were made from audiotaped conversations of each new nurse and the primary investigator. Hermeneutic analysis was used to identify study themes across narratives. Sequential transcript analysis was used to connect individual excerpts to create a converging conversation of new nurses’ lived internship experiences.
Results:
Three study themes defined the meaningfulness of the preceptor-new nurse relationship. A converging conversation of new nurse stories linked themes, concernful practices (patterns), and interpretation of the experience of being a new nurse in an internship program.
Conclusion:
This study amplifies the importance of the new nurse-preceptor relationship that supports new nurses’ transition to practice.</abstract><cop>United States</cop><pub>SLACK INCORPORATED</pub><pmid>22966771</pmid><doi>10.3928/00220124-20120904-29</doi><tpages>11</tpages></addata></record> |
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source | Social Science Premium Collection; Education Collection |
subjects | Adult Clinical medicine Education, Nursing, Continuing - methods Educational Change Evidence Female Health Needs Humans Internship Programs Internship, Nonmedical - methods Internships Interpersonal Relationship Job Satisfaction Male Mentors Nurses Nursing Nursing education Nursing Methodology Research Nursing Staff, Hospital - psychology Opportunities Preceptorship - methods Professional Development Professional relationships Qualitative research Staff Development - methods Teaching Methods Thinking Skills Work Environment Young Adult |
title | The Lived Experience of New Nurses: Importance of the Clinical Preceptor |
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