IMG_4458 Danica Nolette

From Winnipeg, Manitoba, Danica is currently enrolled in her third year of the Masters of Nursing: Generalist program, while also working as a registered nurse in an intensive care unit. Her experience working with a Bachelors of Nursing program as a laboratory and simulation instructor, clinical educator facilitator, and senior practicum student advisor, is was led Danica to want to further her education in the hopes of becoming an academic nursing instructor. She has a passion for teaching, guiding, and mentoring students as they prepare to transition to professional nursing practice.


Title: Transition shock and self-efficacy for newly graduate nurses amidst a global pandemic: A literature review

Abstract: Background: The COVID-19 pandemic has placed new challenges for newly graduated nurses entering professional practice. Transition shock examines the hardships, confusion, and doubt felt by this population during their initial four months of practice. Self-efficacy is believing in ones abilities to succeed despite overcoming challenges. Understanding the implications the pandemic had on the transition shock for new graduates, and identifying if self-efficacy helps decrease its effects will aid nursing retention and preparedness.
Purpose: Exploring the effects the pandemic placed on the transition to practice for newly graduated nurses, and identifying if self-efficacy helps minimize their transition shock, as lack of successful transition leads to increase nursing attrition rates and burnout.
Type of Literature Review: A qualitative evidence synthesis was used to gain a deeper understanding of the experience felt by new graduates.
Results: Fifteen articles were reviewed and provided evidence that new graduate nurses did not have an adequate adjustment period while transitioning to practice because of the effects of the pandemic. This negatively influenced their transition shock period leading to lack of stability, consistency, predictability, and familiarity as they entered professional practice. Lack of research regarding the relationship between self-efficacy and transition shock was noted.
Implications: Nurse educators and administrators can devise ways to support and prepare graduate nurses for their transition shock period. The next generation of nurses are reported to have reduced self-efficacy levels compared to previous generations, which argues the need to further investigate if a link exits between self-efficacy skills and the transition shock period.
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