Country : Australia
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Transition to Professional Practice
Transition is a time where you end one phase of your professional life and move to commence another. In other words, you are coming to the end of your Bachelor of Nursing program and will move from being an undergraduate student to a beginning Registered Nurse entering the workforce in this new role. Your transition to practice from student nurse to beginning or novice Registered Nurse may be regarded by some as a simple process of “sliding” from one role to another (Malouf & West, 2015). However, there is a distinction between how you perform as a student and as a registered nurse.

Many of you will seek a position in a transition to professional practice program (TPPP)/graduate nurse program (GNP) –however named – with a view to consolidate your learning and to support you in your new role. One concept associated with transition is that of belongingness.

Belongingness is defined by Levett-Jones and others (2007, p. 104) as a very personal and 'contextually mediated experience', which is an evolutionary response unique to each person, relating to their feelings of security and acceptance in a group. As a new Registered nurse you will want to be accepted into a new workgroup where the personal values of group members are in harmony and in ‘synch’. Outward symbols of belongingness include the uniforms worn by health care staff, the professional language used that denotes patient care requirements, and how nurses engage within a multi-disciplinary environment. Levett-Jones and colleagues initially refer to belongingness in five discrete stages:

Competence: The need to be competent, confident and capable as a professional who is committed and passionate regarding the provision of patient care.
Learning: Learning opportunities that take place in an authentic environment, such as the bedside, and the opportunity to put learning into practice in an increasingly independent manner.

Self-concept: To be valued, respected and appreciated in terms of contribution to patient care, and as a nurse who is developing these skills and experiences.
Belongingness: The need to be connected and accepted within the clinical environment.

Safety and security: The need to feel both psychologically and physically safe within the clinical environment.

EMOTIONAL INTELLIGENCE
‘Emotional intelligence and perceived stress of Australian pre-registration healthcare students: a multi-disciplinary cross-sectional study’, Nurse Education Today.
‘Emotional intelligence among nursing students: findings from a cross-sectional study’, Nurse Education Today.
‘Emotional intelligence increases over time: a longitudinal study of Australian pre-registration nursing students’, Nurse Education Today.
‘Emotional intelligence and transformational leadership in nurse managers’, The Journal of Nursing Administration.
‘Relationship between self-compassion and emotional intelligence in nursing students’, International Journal of Nursing Practice.
‘Developing compassion and emotional intelligence in nursing students: A quasi?experimental study’, Perspectives in Psychiatric Care.

 

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