Others become periodically late or psychologically absent.
The change from student nurse to practicing RN can seem too fast, even after years of training. Many nursing educators assert it's too sudden-and one reason why so many recently graduated nurses leave the practice after just a few years.
First of all lots of new graduate nurses feel distressed after facing severe reality. They have to transit into a completely new environment, get accustomed to many new things, and I don't think all of them are adaptable enough. In addition, such work might seem exhaustive, energy-consuming, as the new graduate nurse faces real people with real problems. So initially they feel some kind of disappointment and then -dissatisfaction.
Job satisfaction for nurses is important for retention and performance. If a job is fun to do, it is more satisfying and performance improves (Gaskill,2000, par.1). Yet, since nurses are in a profession that is continually developing and often have limited control over job changes, job satisfaction is often difficult to reach. In fact, many workplace issues have been identified by the nursing profession as having an impact on work environment and job satisfaction.
Stress or stress related health conditions are becoming one of the most important health concerns in Australia. Stress, connected with work, is an important problem facing everyone. People meet increased demands and limited resources in the workplace.This leads to stress resulting in numberless emotional, mental and physical health problems. These troubles can include increased absenteeism, low moral, eating disorders, asthma, depression and heart disease. Workplace stress, especially chronic stress,causes burnout.
Let's examine researches, related to the issue, in order to see the figures of statistics. The first research printed in Journal for Nurses in Staff Development, May/June 1999, explored transition of new graduates to 'reality'. For the period of the first 3 weeks of an adjustment to a clinical unit in an intensive care hospital, graduate nurses and their preceptors used feedback sheets to fix in the learning activities of the graduate nurse, meet the need for assessment of learning experiences, and plan activities to meet the continued needs of graduate nurses. Daily feedback sheets from 27 orientees and preceptors were examined by content analysis. Also preceptors developed a model representing the procedure and components of role transition. The model was based on five themes which emerged from the data: Real Nurse Work, Guidance, Transitional Processes, Institutional Context, and Interpersonal Dynamics (Schweiger, Godinez, Gruver, Ryan,1999,p.17).
Analysis of results revealed that the initial transition of a graduate nurse to the role of a staff nurse was a dynamic and interactive process occurring between the graduate nurse and the preceptor (Schweiger, Godinez, Gruver, Ryan, 1999,p.19). Guided learning led to progress in harmonizing ever more complicated care within a specific institution. Interpersonal dynamics among staff, preceptors, and graduate nurses affected the process of role transition. Nevertheless, 20 orientees confessed to feeling more or less strong so-called 'reality shock', caused