Results shall have implications on the means to facilitate the learning process and make it as effective, efficient, and as less stressful as possible.
Numerous empirical studies have noted that nursing as a profession is intense and stressful. In fact, it has been noted that the likelihood of occupational stress-related burnout is specifically high in this field (Bégat, Ellefsen, & Severinsson, 2005). In fact, nurses’ psychosocial work environment, including their experience of anxiety and stress level, does strongly influence their sense of well-being (Bégat, Ellefsen, & Severinsson, 2005).
The current study asserts that newly graduate nurses, particularly those in family practice settings, similarly experience stressful situations. Such stress may be discussed in light of the framework proposed by Benner (1982) taking off from the work begun by Dreyfus & Dreyfus (1980), which depicts the learning process undergone in becoming an expert in the profession (Benner, 1982). These stages, beginning from novice and incrementally progressing to expertise level, have been specially adapted to the learning stages that a nurse goes through (Davidson, 1992).
The current study aims to determine the anxiety levels of new graduate family nurse practitioners in family practice settings. Apart from establishing these levels, these shall also be compared across time, through 3, 6, 9, and 12 months. In doing so, the research may impart data on how to address these anxieties, and to effectively expedite the learning process.
Menzies (1960) investigation of nursing services in a general hospital is popular, and depicts numerous ways of dealing with the intense and complicated anxieties arising from the job. Nurses are in intensive and frequent contact with people who are physically ill or injured, often gravely. The recovery of patients is uncertain and will not always be