Highlights
- •Meta-aggregation of 9 studies identified the experiences of new graduates in a pediatric setting.
- •Monitoring and surveillance of new graduates requires a fine balance by preceptors and colleagues.
- •Transition experiences should be planned collaboratively with new graduates.
- •Some new graduates struggled with the expectations of themselves and others.
- •There needs to be more quality studies undertaken in different cultures and countries.
Abstract
Objective
To synthesize the literature regarding the experiences of new graduate nurses working
in a pediatric setting.
Background
The transition experiences of new graduate nurses can be stressful and challenging.
Pediatric settings may cause additional stress due to the unique nature of children's
nursing and its' environment.
Inclusion criteria
Qualitative studies of any design and qualitative components of mixed method studies
that explored the experiences of new graduate nurses in a pediatric setting were included
in this review: neonatal intensive care units and special care nurseries were excluded.
Methods
The JBI meta-aggregation approach for synthesizing qualitative data was followed.
Databases searched were CINAHL, MEDLINE (Ovid), APA PsycInfo, Scopus, PubMed Central,
ERIC, and ProQuest Dissertations and Theses. Studies published between January 2000
and January 2022 inclusive were considered.
Results
2229 records were screened, and nine studies selected. From the nine studies 203 findings
were included, resulting in 19 categories and five synthesized findings. The synthesized
findings related to support, developing identity and role transition, working conditions
and environment, fear and uncertainty, and career and goal planning.
Conclusions
New graduates in a pediatric setting required support that took account of their development
needs with consistent preceptorship. Being considered part of a team and the support
of other team members were important in developing identity as a new graduate nurse
in a pediatric setting. Working conditions for the new graduate needed to be safe,
and new graduates also felt fearful and uncertain when it came to their new accountability
and responsibilities.
Keywords
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Article info
Publication history
Published online: July 29, 2022
Accepted:
July 6,
2022
Received in revised form:
July 5,
2022
Received:
April 27,
2022
Identification
Copyright
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