Exploring the influences of undergraduate nursing educators on transition to direct patient care: A thematic analysis
| Author(s) | Barnard, Patricia Jenkins | |
| Author(s) | Trinkaus, Donna Reulens | |
| Author(s) | Graber, Jennifer | |
| Author(s) | Saylor, Jennifer | |
| Date Accessioned | 2025-04-30T20:09:58Z | |
| Date Available | 2025-04-30T20:09:58Z | |
| Publication Date | 2024-12-24 | |
| Description | This article was originally published in Journal of Nursing Education and Practice. The version of record is available at: https://doi.org/10.5430/jnep.v15n2p57. Copyright for this article is retained by the author(s), with first publication rights granted to the journal. This is an open-access article distributed under the terms and conditions of the Creative Commons Attribution license (http://creativecommons.org/licenses/by/4.0/). | |
| Abstract | Background and objective: United States nursing programs use many ways to educate their students preparing them as registered nurses. There is a lack of research supporting nursing educational experiences that are helpful to newly licensed registered nurses when they are caring for patients after graduation. The aim of this study was to gain deeper understanding of pre-licensure undergraduate nursing educator’s role in the transition to patient care among newly licensed registered nurses. Methods: Data from newly licensed registered nurses with less than 24 months of clinical experience (n = 10) were analyzed using a thematic approach. Results: Two main themes with 3 subthemes; 1) Developing connections with the profession with sub themes of 1a) Unrealistic expectations, 1b) Developing a new perspective, 1c) Developing confidence, and Theme 2) Relying on what has been learned. Conclusions: Nursing educators must ensure that undergraduate education is most beneficial in achieving adequate preparation and greater satisfaction in the transition to the role of the professional nurse. | |
| Sponsor | This research received no external funding. All work associated with the study was supported solely by the authors’ personal or institutional resources. | |
| Citation | Barnard, Patricia Jenkins, Donna Reulens Trinkaus, Jennifer Graber, and Jennifer Saylor. “Exploring the Influences of Undergraduate Nursing Educators on Transition to Direct Patient Care: A Thematic Analysis.” Journal of Nursing Education and Practice 15, no. 2 (December 24, 2024): 57. https://doi.org/10.5430/jnep.v15n2p57. | |
| ISSN | 1925-4059 | |
| URL | https://udspace.udel.edu/handle/19716/36093 | |
| Language | en_US | |
| Publisher | Journal of Nursing Education and Practice | |
| dc.rights | Attribution 4.0 International | en |
| dc.rights.uri | http://creativecommons.org/licenses/by/4.0/ | |
| Keywords | qualitative research | |
| Keywords | nursing education | |
| Keywords | nursing student | |
| Keywords | nursing graduate | |
| Keywords | teaching | |
| Keywords | entry to practice | |
| Title | Exploring the influences of undergraduate nursing educators on transition to direct patient care: A thematic analysis | |
| Type | Article |
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