Class 11 - role transition

Question 1

define professional identity

Answer 1

a sense of oneself, and in relation to others, that is influenced by characteristics, norms, and values of the nursing discipline, resulting in individual thinking, acting, and feeling like a nurse

Question 2

What are examples of characteristics, norms, and values of the nursing discipline

Answer 2

• empathy/compassion
• professionalism
• teamwork/collaboration
• competency
• truthfullnes
• accountability
• EBP
• communication
• leadership
• conflict management

Question 3

Define role transition

Answer 3

occurs when one moves from a role that is familiar (e.g. nursing student) to one that is unfamiliar (e.g. novice professional RN)

Question 4

What are the types of transitions (that we need to know)

Answer 4

• student nurse to senior practicum
• student nurse to RN
• staff nurse to manager or nurse educator

Question 5

What are the 5 attributes of professional identity

Answer 5

• doing
• being
• acting ethically
• flourishing
• changing identities

Question 6

What are the 5 levels of nursing experience according to Patricia Benner

Answer 6

• novice
• advanced beginner
• competent
• proficient
• expert

Question 7

What does novice level look like

Answer 7

• beginner; no experience with the situation
• knows rules to guide action
• difficulty in grey areas

Question 8

What does advanced beginner level look like

Answer 8

• has enough experience to start to formulate guidelines for action
• needs help deciding what is most important

Question 9

What does competent level look like

Answer 9

• most nurses stay here, by choice (safe)
• been working 2-3 years
• uses deliberate planning to be organized & efficient
• can cope with rapid changes in the situation

Question 10

What does proficient level look like

Answer 10

• relies on principles
• knows what to expect in a situation, recognizes early when something is abnormal
• quickly identifies cause of problem and how to fix it

Question 11

What does expert level look like

Answer 11

• intuitive grasp of a situation (acts on it; trusts their gut)
• difficulty explaining how they knew something

Question 12

What is a transition, according to Duchscher

Answer 12

making a significant adjustment to changing professional & personal roles at the start of one’s careers

Question 13

What are Duchsher’s stages of transition

Answer 13

• stage 1: doing
• stage 2: being
• stage 3: knowing

Question 14

Describe the ‘doing’ stage

Answer 14

(months 1-4) - transition shock
- adapting to realities of new workplace & new personal life ‘transition shock’
- hard time seeing past the task
- hide fear; dont want to seem incompetent
- major process: orientation

Question 15

What are the phases within the ‘doing’ stage

Answer 15

• learning
• performing
• concealing
• adjusting
• accommodating

Question 16

Describe the ‘being’ stage

Answer 16

(months 5-9) - transition crisis
- no longer the ‘new kid’
- better relationships/communicating more
- start to see problems w/in the system
- more self-directed
- more balance in life/manage time better
- major process: role integration

Question 17

What are the phases within the ‘being’ stage

Answer 17

• searching
• examining
• doubting
• questioning
• revealing

Question 18

Describe the ‘knowing’ stage

Answer 18

(months 10-14)
- more satisfied w/ work; looking outward
- independent
- better physical and mental health
- major process: role stabilization

Question 19

What are the phases within the ‘knowing’ stage

Answer 19

• separating
• recovering
• exploring
• critiquing
• accepting

Question 20

How do you facilitate a healthy transition, according to Druchsher

Answer 20

• stable & supportive relationship
• appropriate roles & responsibilities
• workplace support & constructive feedback
• collaborating with experienced nurses
• positive reinforcement
• workplace values their opinion

Question 21

what is the purpose of the Continuing Competency Program

Answer 21

• A framework supporting RN to maintain standards, enhance practice and promote high standards of knowledge and skill.
• RNs maintain and enhance their competence through self-reflection, lifelong learning, and by integrating that learning into their practice

Question 22

What are the stages of mentoring new nursing graduates through transition

Answer 22

• role prep phase (pregraduate)
• role orientation phase (1-3 months post hire)
• role transition phase (3-6 months post-hire)
• role integration phase (6-9 months post hire)
• role stabilization phase (10-12 months post hire)

Question 23

Role prep phase (pregraduate)

Answer 23

relationship is primarily preceptorial in this phase

Question 24

role orientation phase (1-3 months post hire)

Answer 24

the focus is on skill assessment, skill practice for familiarity and performance confidence, and understanding work role expectations

Question 25

role transition phase (3-6 months post-hire)

Answer 25

focus is on progressive (complexity and volume) skill acquisition, time management, and conflict resolution/coping

Question 26

role integration phase (6-9 months post hire)

Answer 26

focus is on advanced clinical judgement/reasoning/decision making through experiential case study learning and care debriefing

Question 27

role stabilization phase (10-12 months post hire)

Answer 27

focus is on guiding decisions and experiences through clinical consultation rather than directive approaches