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Background: Nurses in long-term care (LTC) and home and community care (HCC) are well acquainted with the high workloads and manifold job stressors that pervade these sectors, making it increasingly difficult to employ and retain a strong workforce. In response, nursing bridging education programs have been proposed to enhance recruitment and retention. While the efficacy of such programs is supported, the transition to practice experience of new nurse graduates is often associated with feelings of under-preparedness. Understanding the lived experience of nurses transitioning into new roles in LTC and HCC after completing a bridging program may highlight areas of emphasis for future retention efforts. Methods: Hermeneutic phenomenology was employed to explore the experiences of new graduate Registered Practical Nurses (RPNs) and Registered Nurses (RNs) from a tuition reimbursement program supporting students enrolled in nursing bridging education from Personal Support Worker (PSW) to RPN/RN and/or RPN to RN in Ontario as they transitioned to practice within LTC and HCC. A series of in-depth semi-structured virtual interviews and iterative analysis explored the meaning of everyday experiences for nurse participants. Results: From twenty individual interviews (12 initial, 8 follow-up), the experience was embedded in a sense of fulfillment, further considered through four themes – benevolence; growth, eagerness, and anticipation to learn; building from within; and work-life balance. Discussion: This is the first phenomenological study to report on the meaning of the experience of transitioning to practice for new graduate nurses from bridging education programs as they (re)enter the workforce in LTC and HCC, offering rich insight into their experiences when moving into new roles. Conclusions: By illuminating the nuances of this experience, the findings may encourage healthcare leaders to develop helpful policies, strategies, and workplace cultures in LTC and HCC that might better promote the recruitment and retention of nurses in these sectors. [ABSTRACT FROM AUTHOR]

This qualitative study explored language brokers' conceptualizations of their roles and responsibilities within the family in Sydney, Australia. Semi-structured interviews were carried out to obtain retrospective accounts of language brokering experiences from 14 self-identified language brokers, 10 females and four males aged between 19 to 49 years (Mean age = 31) who started brokering between ages 7 to 16 (M = 11). Participants were from varied ethnic and socio-cultural backgrounds (Turkish, Lebanese, Filipino, Vietnamese, Chinese and Greek/German). Thematic analysis identified three primary themes: "Hidden Carers: When Parent-Child Roles are Reversed"; "Lost Childhoods: Personal Sacrifice for the Good of the Family"; and "Protecting Parents: Language Brokers as Custodians of Information." Findings revealed that language brokering constitutes a form of hidden caregiving that carries with it several ramifications for the individual and their family. These findings have important implications for future research and policymakers working towards developing culturally responsive interventions that improve the health and wellbeing of language brokers and the resettlement experiences of migrants and their families. [ABSTRACT FROM AUTHOR]

Caregiver coaching in early intervention (EI) can lead to positive outcomes for young children with delays and disabilities and their families. In response to the COVID-19 pandemic, some EI providers reported coaching caregivers more frequently. However, EI providers' use of caregiver coaching is inconsistent, and there is a need for more effective personnel preparation in this area. In this qualitative study we explored EI providers' beliefs about what factors contributed to their increased use of caregiver coaching during the pandemic. Participants reported two areas that contributed to their use of caregiver coaching: service delivery (e.g., telepractice, role changes, and caregiver expectations for services) and learning opportunities (e.g., personal growth and reflection, educational resources, and collaboration). Implications include the need for policies that allow and promote access to telepractice services and the importance of using a variety of adult learning strategies when delivering in-service and pre-service preparation related to caregiver coaching. [ABSTRACT FROM AUTHOR]

Background: Mentoring is crucial for professional development and retention of newly hired nurse faculty, yet little is known about the actual mentoring experiences of clinical nurses in their first few years following transition into academic teaching. Method: Individual semistructured interviews were conducted with 23 full-time nontenure-track faculty from 10 higher education institutions in seven states in the United States. All of the faculty were in the first 3 years of teaching in 4-year undergraduate nursing programs. Results: Five themes emerged: (1) chaotic work environments characterized by unpredictable workloads, absence of reliable support, and inconsistent access to information; (2) a de facto do-it-yourself system in which nurses pieced together their own support; (3) reliance on personal social networks; (4) yearning for real mentorship; and (5) future plans about staying in the role. Conclusion: A gap exists between widely touted recommendations about mentoring and the reality of mentoring for newly hired nontenure-track faculty. [J Nurs Educ. 2024;63(8):525–532.] [ABSTRACT FROM AUTHOR]

Aim. This study aimed to (1) describe the perceived level of role transition from education to practice of new graduate nurses in Oman and (2) explore the barriers to and enablers of a successful transition. Background. The transition from a familiar academic environment to becoming a professional nurse is stressful and challenging. Exploring the transition barriers and enablers is instrumental in designing an effective experience. However, studies exploring the transition experience from academia to practice among new graduate nurses working in Oman are limited. Design. This study used a mixed method research design. Methods. Data were collected from nurses working for no longer than two years. Role transition was assessed using the Casey‐Fink Graduate Nurse Experience Survey. Barriers to and enablers of transition were explored through a focus group interview. Results. The total sample consists of 405 nurses working in 13 public hospitals. The majority (68.89%) of the participants had worked as a nurse for less than 6 months. The average score of the comfort and confidence subscale was 2.96 (SD = 0.38). Findings showed that the amount of workload and unclear role expectations were the most frequent difficulties new graduate nurses were experiencing in their transition from a student to a staff nurse. Findings from focus group interviews revealed a number of barriers and enablers that affected the transition experience of the new graduates. The barriers were fear, insufficient academic preparation, bridging the knowledge‐practice gap, and limited nurse‐physician interactions. The enablers were teamwork, organizational support, and the internship phase. Conclusion. The findings illustrate the need for healthcare organizations to design effective internship programs to ensure a successful transition experience. Providing staff with preceptorship training and enhancing nurse‐physician communication are important strategies for creating a comfortable work environment and ultimately ensuring a successful training experience for new nurses. [ABSTRACT FROM AUTHOR]

This study describes how an employer-based tuition-assistance program for homecare workers at one Canadian homecare organization enabled nursing career advancement and retention. A convergent parallel mixed-methods design. We reviewed existing administrative data and concurrently conducted semi-structured interviews. Descriptive statistics were used on quantitative data and qualitative data was analyzed using thematic analysis. A joint data display was developed to integrate findings from both quantitative and qualitative data together. Tuition assistance reduced financial barriers to career advancement; 83% of recipients remained with their employer for at least 1-year post-studies but only 29% experienced career advancement. Psychosocial supports, career navigation and coaching to ease the licensing and role transition processes were identified as opportunities to support learners. Employer-based tuition assistance programs are impactful in helping to develop skilled employees. Practical enhancements to further support career transitions may maximize retention to address urgent homecare staffing challenges. Employer-based tuition assistance can be a useful strategy to support nursing career growth and staff retention. [ABSTRACT FROM AUTHOR]

Background and Objectives As long-term care increasingly moves from facilities to the community, paid caregivers (e.g. home health aides, other home care workers) will play an increasingly important role in the care of people with dementia. This study explores the paid caregiver role in home-based dementia care and how that role changes over time. Research Design and Methods We conducted individual, longitudinal interviews with the paid caregiver, family caregiver, and geriatrician of 9 people with moderate-to-severe dementia in the community; the 29 total participants were interviewed on average 3 times over 6 months, for a total of 75 interviews. Interviews were recorded, transcribed, and analyzed with structured case summaries and framework analysis. Results Paid caregivers took on distinct roles in the care of each client with dementia. Despite changes in care needs over the study period, roles remained consistent. Paid caregivers, family caregivers, and geriatricians described the central role of families in driving the paid caregiver role. Paid and family caregivers collaborated in the day-to-day care of people with dementia; paid caregivers described their emotional relationships with those they cared for. Discussion and Implications Rather than simply providing functional support, paid caregivers provide nuanced care tailored to the needs and preferences of not only each person with dementia (i.e. person-centered care), but also their family caregivers (i.e. family-centered care). Deliberate cultivation of person-centered and family-centered home care may help maximize the positive impact of paid caregivers on people with dementia and their families. [ABSTRACT FROM AUTHOR]

Minority groups have been disproportionately vulnerable to COVID-19's effects. Whereas, social workers have been instrumental in countering those effects, their roles have been understudied, particularly during the 'new normal' that followed the outbreak. This gap is addressed by drawing on interviews with 28 social workers in the Jewish ultra-Orthodox (Haredi) society in Israel, held after the outbreak and during the 'new normal'. Three main roles are identified: first responders, during the outbreak; a voice for community needs, in the 'new normal'; and policy translators – throughout. The findings contribute a temporal aspect to the literature by highlighting social workers' dynamic roles. [ABSTRACT FROM AUTHOR]

Background: Greater attention to the transitional period for advanced practice nurses has urged health care organizations and employers to implement fellowships. Currently, the theoretical process of nurse practitioner (NP) role transition from the essential perspectives of NP fellows does not exist. Purpose: The purpose of this study was to construct a middle-range theory grounded in reality of an NP fellowship environment that explains how NPs transition to their new role. Methodology: Following Charmaz's constructivist methodology, 11 NPs who transitioned to practice in a fellowship were interviewed. Results: "Navigating the Pathway to Advanced Practice: A Grounded Theory of Nurse Practitioner Role Transition in a Fellowship" emerged from the data and is composed of through five phases: (1) mapping a path, (2) stepping onto the trailhead, (3) navigating the trailway, (4) gaining traction, and (5) summiting. Conclusions: The resulting middle-range theory is the first in the nursing literature that conceptualizes meaning about NP role transition in a fellowship. This process occurs in the contextual factor of a realm of support that includes growth, value, lifelong learning, and readiness. Throughout this process, NPs build competence and confidence that advances them to summit, or transition, to their NP role at the completion of an NP fellowship. Implications: This discovery will fill the research gap pertaining to best practice interventions in support of NPs during role transition in fellowships. Understanding how NPs transition to their new advanced practice roles may inform organizations on how to structure fellowships that support learning, encourage confidence, and enhance competence. [ABSTRACT FROM AUTHOR]

Copyright of European Journal of Social Work is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The transition to autonomous clinical practice for early professionals (EPs) has been found to be a stressful time, but no studies with multiple stakeholder groups have been completed. To examine the perceptions of EPs' integration during role transition from multiple stakeholder groups. Qualitative study. Online interviews. Seventeen EPs in the first 2 years of their first job postcertification (9 women, 8 men, age = 26 ± 5 years, experience = 9.5 ± 5 months), 16 supervisors and mentors of EPs (6 women, 10 men, age = 52 ± 11 years), and 10 faculty members and 8 preceptors (11 women, 7 men, age = 43 ± 10 years). Semistructured interviews using a validated interview guide based on the current literature were conducted. We analyzed data using consensual qualitative research principles. Multiple-analyst triangulation (n = 3), member checking, and peer review served as trustworthiness strategies. We identified 4 themes that defined the integration of EPs during role transition. The integration of EPs was facilitated through role inductance and mentoring. Early professionals struggle finding balance to avoid burnout as they are new to the profession and feel obligated to exceed expectations from a coverage standpoint rather than focusing on the quality of care delivered. Finally, stakeholders suggested a timeline by which EPs become fully integrated into autonomous professional practice and understand all aspects of their role that typically takes anywhere from 1 to 3 years. Early professionals benefited from appropriate graded autonomy during clinical education to develop their clinical reasoning skills, confidence, and mentoring network with past preceptors. Ongoing personal and professional support are needed during the initial few years to ease EPs' role inductance while they gain more experience and establish their clinician identity. Expectations for EPs should be reasonable to allow for the provision of quality care, adequate work-life balance, and integration into the profession without guilt. [ABSTRACT FROM AUTHOR]

This article examines functional flexibilisation in nursing labour management, considering Turkey's healthcare restructuring since 2003. It provides a qualitative analysis of nurses' ward transition experiences through in-depth interviews with 38 female nurses in hospital wards. Along with functional insecurity, the findings suggest that ward transitions lead to insecurity and uncertainty in nurses' career prospects, skill reproduction and specialisation in a particular clinical area. Moreover, the intersection of healthcare restructuring principles and occupational power relations underlines that applying ward transitions as a functional flexibilisation strategy triggers non-professionalisation and/or degradation of nursing as an occupation. [ABSTRACT FROM AUTHOR]

Copyright of Global Qualitative Nursing Research is the property of Sage Publications Inc. and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Background: Cancer-related fatigue is a complex multidimensional concept. However, little is known about the experience of cancer-related fatigue in people with advanced lung cancer. How they emotionally react to and cope with the experience of cancer-related fatigue according to cultural influences has not been extensively explored. Aim: To explore the experience of cancer-related fatigue, its impacts and emotional reactions to and coping strategies for cancer-related fatigue amongst people with advanced lung cancer in China. Design: This was a cross-sectional, descriptive qualitative study with face-to-face semi-structured interviews. Data were analysed using content analysis. Setting/participants: Twenty-one people with advanced lung cancer who experienced cancer-related fatigue were recruited in a hospital setting. Results: Four themes were identified: multifaceted experiences of cancer-related fatigue, impacts of cancer-related fatigue, negative perceptions of cancer-related fatigue and avoiding cancer-related fatigue. The multifaceted experience of cancer-related fatigue had physical, psychological and social impacts along the cancer trajectory. Informants regarded it as a sign of a 'bad ending', searched for root causes and had negative attitudes towards role changes. Avoiding coping strategies included not discussing cancer-related fatigue, refusing encouragement and support, hiding feelings, withdrawing from social life and attempting to control cancer-related fatigue. Conclusion: The findings provide insights into the lack of flexibility of people with advanced lung cancer to adapt to the multidimensional experience of cancer-related fatigue. The reactions and coping towards cancer-related fatigue are profoundly influenced by Chinese culture. Developing psychological interventions based on the cultural background are highly recommended to cultivate the ability to cope flexibly with stressful events and live a meaningful cancer life. [ABSTRACT FROM AUTHOR]

COVID-19 resulted in impacts across life experiences; this study focuses on impact on becoming a mother. People who were pregnant or gave birth in the US during the first year of the pandemic (April 2020-June 2021) were interviewed: six pregnant and 29 who had birthed. Interviews were analyzed using Interpretive Phenomenological Analysis. Themes included Missing Out Isolation, First-time Mom Experiences, Pervasive Uncertainty, and Depression. Subthemes were loss of celebration, missed events, somewhat helpful role of technology, less education and perinatal care, not having elder wisdom, COVID-specific anxiety, anxiety, and less postpartum support. Implications for research and practice are presented. [ABSTRACT FROM AUTHOR]

Despite role transitions occurring frequently within organisations, career theories have often overlooked such transitions. Here we explore the role of personal agency and organisational attachment in shaping career capital enactment within intra-organisational role transitions. We propose a new career capital usage typology. Using an interpretivist approach, the research is based within a UK construction business and explores the role transition experiences of 36 business leaders. Through an analysis of workers' career capital use we identify a new typology and groups workers as follows: Passive Worker, Company Worker, Political Worker and Career Worker. We argue that type varies in accordance with levels of personal agency and organisational attachment and that this variation in type is particularly important during intra-organisational role transitions. [ABSTRACT FROM AUTHOR]

Copyright of Physiotherapy Canada is the property of University of Toronto Press and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista de Enfermagem e Atenção à Saúde (REAS) is the property of Revista de Enfermagem e Atencao a Saude - Reas and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This article explores the experiences of fifteen occupational therapists during the Covid-19 pandemic. Participants from rural and urban areas in KwaZulu-Natal, South Africa, were recruited using snowball sampling. Semi-structured interviews and personal narratives were used to collect data on occupational engagement during the pandemic. Inductive thematic analysis was used. The impact of Covid-19 on occupational engagement, occupational adaptations, factors that negatively influenced occupational engagement and enablers to occupational engagement emerged as themes. Participants experienced role changes at work and home, as well as feelings of isolation. It is essential to advocate for the role of occupation therapy during a pandemic. Ethical Clearance Number: BREC/00002587/2021 [ABSTRACT FROM AUTHOR]

AIM The aim of this study was to explore the lived experience of novice nurse faculty's socialization to academia. BACKGROUND Socialization is a process that enables individuals to acquire the inherent roles, standards, rules, and values inherent of a group. Given the complexity of the faculty role, socialization is essential for novice nurse educators. METHOD A descriptive, qualitative study was conducted employing Colaizzi's phenomenological method of data analysis. RESULTS Eight themes emerged: lack of structure, the blind spot, distinctive experiences, acceptance and validation, continually evolving--learning as you go, the wish list, new role challenges, and self-revelation. CONCLUSION These findings increase our understanding of the challenges experienced by novice nursing faculty as they are socialized to their new roles. The findings can inform strategies to improve the socialization experience and faculty retention. [ABSTRACT FROM AUTHOR]

Copyright of African Journal of Reproductive Health is the property of Women's Health & Action Research Centre and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The present study aims to explore how a new assignment in an otherwise familiar context is experienced by rehabilitation team members. Participants in the present study were eight clinically experienced occupational therapists and physiotherapists who collected data in an observational longitudinal study of the rehabilitation process after stroke. Semi-structured interviews were conducted, and transcripts of the interviews were analyzed using content analysis. The transcripts revealed the informants' perspectives and their experiences of follow-ups in the patient's home. There was one main category, a door to development, and three subcategories: the entrance, discovery in place, and the exit. All informants expressed that they had gained new knowledge of the situation of people who have had a stroke and that taking part in research uncovered a wider perspective of the patients' situations and the importance of follow-ups in general. New insights into the patients' situation with clinical implications for interprofessional care can be gained by collecting data in a research project that is related to, but different from, everyday clinical practice. Such an assignment can be experienced as professionally rewarding, and we propose that offering such a role change/transition may open the door to development for rehabilitation team members. [ABSTRACT FROM AUTHOR]

Recreational therapists in Michigan and Pennsylvania were interviewed on their perceptions of the impact of COVID-19 on practice with older adults, including changes to their roles and responsibilities as well as the impact on older adults. Social distancing requirements, limitations on visitors and restrictions on groups transformed programming and practice, as well as negatively impacted older adults living in a variety of residential and community-based settings. This qualitative study included 14 recreational therapists. Related to practice, identified themes included the impact on programming, changing roles and responsibilities, how recreational therapists coped with adversity, and their considerations for future practice. Regarding impact on older adults, the resulting themes noted: 1) lack of socialization, 2) emotional and behavioral responses, 3) physical decline, and 4) cognitive decline. The challenges of working with clients living with cognitive impairments and barriers for older adults living in the community are discussed. Recommendations for practice and research to address the long-term effects of COVID-19 in recreational therapy with older adults are presented. [ABSTRACT FROM AUTHOR]

Participant role theory describes the designation of social roles and the use of contextually appropriate social scripts and provides a context for the interpretation of a range of social and interpersonal issues, including bullying in the school setting. This study uses participant role theory to analyze interpersonal engagements in a 10th grade class in a high school in central Israel. Data were drawn from ethnographic observations conducted by the first author of the cohort over the course of a school year, together with in‐depth semi‐structured interviews with the students and teachers. The findings suggest that students apply "role switching" (the flexible presentation of multiple social roles, depending on context) to negotiate the challenge of bullying in the school setting. The study also assesses the influence of individual teachers on role switching, positing that a teacher's relationship with individual students can serve as a catalyst for role‐switching in three specific circumstances: where the teacher–student relationship instigates bullying against a specific child; where the teacher is a bully; and where a supportive relationship enables positive role‐switching on the part of specific classroom actors. These findings have theoretical and applied significance in both pre‐ and in‐service training for teachers and school administrative staff. [ABSTRACT FROM AUTHOR]

Background: New graduate role transition for nurses and teachers is stressful. Poor adaptation may manifest as insomnia, which has implications for the new professionals, their employers, and the public served. This study examines factors that impact new graduate sleep, with the aim of identifying perceived helps and hindrances to sleep-during-transition. Methods: Targeted content analysis of transcripts from a larger longitudinal mixed methods study comparing new graduate sleep during their first year of practice. Study participants (N = 21) answered questions in the final interview regarding the most positive and negative impact(s) on sleep during the transition year. Transcripts were analyzed and compared based on the new graduate sleep typology (i.e., Got Better, Got Worse, Stayed Varied) which emerged from the parent study. Findings: Most participants, regardless of sleep type, identified a person/group as most positively impacting sleep. They identified work thoughts, stress/anxiety, people, work hours/sleep schedules, and environmental factors as negatively impacting sleep. Work thoughts and stress/anxiety were mentioned together and most frequently by participants in all three sleep types. Conclusion/Applications to Practice: This study provided insight into new graduate nurse and teacher sleep during transition. Support persons and/or groups may be essential regardless of sleep type. Thought management/stress mitigation strategies and good sleep hygiene may also improve the sleep experiences of these new professionals. Occupational health nurses can support sleep-during-transition among new nurses and teachers by acting as sleep advocates. They may also identify a need for medical intervention and/or sleep specialists and should promote fatigue risk mitigating policies. [ABSTRACT FROM AUTHOR]

Background: Studies have reported on the important role of the clinical research nurse in clinical studies. Yet, there is no international consensus about the role's competencies and tasks. Furthermore, the literature offers a little description of the career pathway from a ward‐based registered nurse to a clinical research nurse. More knowledge about this specific role could benefit the nursing profession as well as increase the quality of clinical research. Aim: The aim of the study was to explore Swedish registered nurses' experiences transitioning into the clinical research nurse role. Design: The study had a qualitative design. Data were collected via semi‐structured interviews. Inductive qualitative content analysis was employed. Methods: Ten participants (i.e., clinical research nurses) were interviewed in the spring of 2017. A semi‐structured interview guide was used to address the transition into the clinical research nurse role, experience working in a new role, experience of ethical dilemmas and experience of organizational and professional issues related to the role. The interviews were analysed inductively using qualitative content analysis. Results: The registered nurses described experiencing reality shock when they became clinical research nurses; that is, it was a challenging and transforming experience. The main theme, a challenging transition, was developed from the four subthemes highlighting that it defied their previous nursing role. They experienced an unclear professional identity, extended professional mandate, increased professional status and growing ethical consciousness in their new role. Conclusion: The results highlight that registered nurses who became clinical research nurses had needs that were both distinct from and overlapped with those of their former professional role as registered nurses. To avoid reality shocks, the development of clear competence pathways for nurses to become clinical research nurses, including introduction, mentorship and continued support, is necessary. Making their professional title more homogeneous, nationally and internationally, would facilitate role identification and comparisons in research. [ABSTRACT FROM AUTHOR]

Copyright of Investigacion & Educacion en Enfermeria is the property of Universidad de Antioquia, Facultad de Enfermeria and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

To explore the experiences of undergraduate nursing students in navigating daily micro-transitions between nursing and non-nursing roles. Nursing students develop professional role identity through socialization, experience, and practice while simultaneously managing pre-existing personal roles. This dynamic creates a training ground for future sustainable practice. Qualitative, cross-sectional, interpretive phenomenological design with hermeneutics. Seventeen undergraduate nursing students participated online in semi-structured, audiovisual-recorded interviews until data saturation was reached. Three main themes emerged: 1) Strategies for Getting In and Out of Nurse Mode , 2) Cultivating Mindful Nursing Practice, and 3) Nursing Student Socialization and Immersion. Findings indicated that nursing students noticed benefits in their personal and professional lives as they developed this skill. Findings also suggested that students need support from their educators to ensure they are not trapped in nurse mode while learning to navigate nurse role identity. Understanding and supporting nursing students in managing role micro-transitions are crucial. Findings indicated a functional need for nursing students to understand and apply knowledge and skills regarding a) when to initiate a role micro-transition and b) how to complete a micro-transition effectively between a nursing and non-nursing role. Educational strategies and support systems addressing this need may improve future nursing professionals' quality of life and clinical practice. [ABSTRACT FROM AUTHOR]

Background: Transitioning to primary care is a highly stressful process for nurses due to the diverse roles and responsibilities required. Despite the global shift of health services requiring more nurses in primary care, there is a dearth of literature regarding their transition experiences. Aim: To explore the perceptions and experiences of nurses transitioning to primary care. Methods: A qualitative descriptive design was used. Nineteen nurses from five primary care clinics in Singapore participated in the semi‐structured interviews. These interviews gathered the experiences of nurses transitioning to primary care. Interviews were analysed using thematic analysis through an inductive and theoretical approach. Rigour was established through an audit trail, peer examination and member checking. Findings: Three themes of Idealistic assumptions, Role realignment and Seeking enlightenment emerged. These themes described the nurses' initial disorientation to the unfamiliar primary care setting; their attempts to fit in by embracing the new environment and suppressing their true emotions; and the support received coupled with their ownership to learn. Implications for nursing policy: The findings highlight the importance for nurse managers to promote positive transition experiences through the modification of existing support programmes and organizational cultures. To further enhance the nurses' retention within primary care, it is imperative for nurse educators and policy makers to revise the nursing curricula, primary care nursing career framework and recruitment campaigns at the national level. This brings clarity to the misconceptions in the roles and expectations required of nurses in primary care. [ABSTRACT FROM AUTHOR]

Background: While there is a growth in the number of advanced practice nurses, there is a dearth of research examining their role transition from registered nurses. This study aimed to identify critical elements in the career path of nursing graduates who have taken up advanced practice roles and examine their perceived impact on patient care. Methods: An exploratory descriptive study was performed. Individual semi-structured interviews were conducted face-to-face with 10 nursing graduates now in advanced practice roles, and their ten respective managers. All interviews were audio-recorded and transcribed verbatim for latent and manifest content analyses. Results: The nursing graduates, six of whom were male, had a mean age of 35 years. All possessed a master's degree and formal post-registration education and/or training. Six had at least three years' experience as an advanced practice nurse. The managers, all female, had a mean age of 49 years. Eight had at least one year's experience in their current position. Six key themes emerged: prior enhancement of personal and professional knowledge and skills; active participation in clinical roles and knowledge translation in preparation for advanced practice; adapting to new and diverse advanced practice nursing responsibilities; role of advanced practice nurses in leadership; personal qualities crucial for success in advanced practice; and provision of evidence-based patient-centered care. Conclusions: Postgraduate education, management knowledge and leadership skills, and active participation in clinical roles and knowledge translation appear crucial ingredients for promotion of nursing graduates to advanced practice roles. Other ingredients include a positive outlook, flexibility and adaptability, and good interpersonal, communication and problem-solving skills. [ABSTRACT FROM AUTHOR]

This research sought to examine the question, "what are the similarities and differences between counselling and Confession?", by exploring the experiences of five Catholic priests, who are also qualified counsellors. Semi-structured interviews were conducted with five participants, who each have a minimum of five years of experience in both counselling and the Catholic priesthood. The data was analysed using Thematic Analysis. The research found that there are some similarities between the sacrament of Confession and the practice of counselling. These are that both practices involve being empathetic, unconditional, non-judgemental, keeping confidence, and careful listening. There are also clear differences between the two practices, the main differences being their intention and faith context. Both counselling and Confession deal with similar "human" struggles, are understood using different languages (theology and psychology), have a different intention, but contribute much comfort to many who are seeking peace. [ABSTRACT FROM AUTHOR]

Objective: In the United States, 26,534 young women (≤45 years) were diagnosed with breast cancer in 2017. Young African American (AA) women have higher incidence and mortality rates than Whites and Hispanics. Yet, few published studies describe survivorship (life after breast cancer diagnosis) experiences among this group. Here, we explore the lived experience of young AA breast cancer survivorship (via quality of life [QOL]). Design: This phenomenological study was framed by the QOL Applied to Breast Cancer model. Fifteen young AA survivors from the Southern U. S. participated in two semi-structured interviews. Methods of transcendental phenomenology were used for data collection and analysis. Results: Five themes emerged from participants' (mean age = 35 years; survivorship = 4 years) descriptions of survivorship experience: (1) actively managing spiritual self, (2) actively managing physical self, (3) actively managing psychological self, (4) actively managing social self, and (5) seeking survivorship knowledge. Participants perceived survivorship as a labile 'new normal' and 'ongoing struggle,' in which spirituality and survivorship knowledge were key to restructuring their lives. Conclusions: Survivorship among young AA survivors was more fluid and complex than the QOL model explained. Findings describe young AA breast cancer survivorship and indicate areas of potential strengths and distress. Healthcare providers and ancillary staff must exercise cultural competence to assess and anticipate young AA survivors' needs and concerns. Implementing targeted survivorship interventions, accounting for cultural contexts (e.g. high spirituality) and need for age-specific survivorship information, may improve QOL among young AA survivors. [ABSTRACT FROM AUTHOR]

Aim: To identify and follow‐up on the transition towards differentiated nursing practice among bachelor trained and vocationally trained nurses in Dutch hospitals. Design: A multiphase general qualitative interview study. Methods: Fifty semi‐structured interviews with project managers in charge of introducing differentiated nursing practice to their hospital were conducted. Purposive sampling was used, and data were collected in 2017, 2019 and 2020. A meta‐analysis was conducted after independent primary thematic analysis of each data collection. Results: The introduction of differentiated nursing practice to Dutch hospitals was perceived as uncertain and ambiguous. Three themes were identified during the transition towards differentiated nursing practice: (1) call to action; (2) sitting and waiting; and (3) new beginnings and open ends. The change to differentiated nursing practice is not straightforward and these findings highlight the emerging awareness among project managers of the nature and complexity of the transition. During the study period, professionalization of the nursing profession was recognized as fundamental in hospital organizations. Conclusion: Nursing cannot be separated from differentiated nursing practice. Visible leadership is important at all organizational levels and nurses' opinions must be considered as nurses are essential to such changes in healthcare. Impact: Differentiated nursing practice based on nursing education allows nurses to make the best use of their experience, skills and competencies, and could promote the provision of effective and high‐quality patient care. However, in many cases, a nurse's practice role is based on their nursing licensure instead of their educational background. The change to differentiated nursing practice in hospitals is not straightforward and the nature and complexity of the transition needs to be acknowledged. Nurses have an important role in healthcare transformation and need to be active in developing and formulating rather than just implementing the changes. [ABSTRACT FROM AUTHOR]

AIM: The aim of this study was to examine the impact of academic context characteristics, especially bullying, on innovation in nursing education. BACKGROUND: Rapid and extensive changes in health care have prompted recognition of a need for concomitant changes in nurse educators' teaching practices. Nurse educator successes in meeting the demands of change, however, are challenged by constraints characterizing their academic practice settings. METHOD: Narrative analysis structured the study. RESULTS: The findings suggested that nurse educators' shared stories directed pervasive and lasting beliefs that discouraged innovation, fostered uniformity of teaching practice, and urged acts of bullying. CONCLUSION: Reflective teaching practice, open communication, and teaching innovation may be constrained by workplace storytelling and the bullying behaviors it engenders. Recognizing the impact of stories told in nursing education settingsmight contribute to strengthening the uptake of pedagogical research, supporting leadership for and innovation in nurse educators' evidence-based teaching practices. [ABSTRACT FROM AUTHOR]

Transitioning out of a military career can be difficult and stressful for Veterans. The purpose of this study was to gain an in-depth understanding of the challenges and needs of career transitioning Veterans. Fifteen United States Veterans from a larger mixed methods research project completed a qualitative semi-structured interview regarding their career transition. Interview questions invited participants to define their transition experience, identify influential psychosocial factors, resources utilized or needed, what it meant to transition out of the military, role changes experienced, and how the participant had adapted to the transition. Emergent thematic analysis revealed 4 themes: 1) it is necessary to actively prepare for the transition; 2) a variety of factors impacted the military career transition process; 3) transitioning out of a military career equated to the loss of structure; and 4) the transition required Veterans to establish themselves outside of the military. Findings from this study identified barriers, desired assistance, and facilitators to the career transition process, which should be considered by those assisting transitioning Veterans and when developing transition-related resources. Continuing to expand on this knowledge will positively impact service members as they exit their military career. [ABSTRACT FROM AUTHOR]

This study aims to provide a closer examination of the problems experienced by individuals with pemphigus vulgaris with their eyes and experiences. This is a phenomenological study. The study population was completed with eight people with pemphigus vulgaris who applied to the dermatology clinic of a university hospital in a metropolis between September 2019 and March 2020. The interviews were transcribed and analyzed using phenomenological methods. Three main themes emerged and nine supporting sub-themes were identified. The main themes are (a) the physical problems they are experiencing now, (b) the psychological difficulties they are feeling now, and (c) intense future anxiety about the process and the future. This study will increase the understanding of the lived experiences of pemphigus vulgaris patients, increase the awareness of each nurse about these patients and will be able to provide better quality care to individuals with pemphigus vulgaris. [ABSTRACT FROM AUTHOR]

Background: Cognitive impairment is a prominent feature of multiple sclerosis (MS). However, the impact that cognitive symptoms have on daily life, and the effect this has on persons with MS and their relationships with spouses/partners, remains unclear. This qualitative study sought information on the nature of cognitive impairments experienced and the impact of cognitive impairments on the daily lives of adults with MS and their partners to gain further insights into how health care professionals can best support families. Methods: Fifteen persons with MS and their spouses/partners participated in separate semistructured telephone interviews. Results: Six themes and several subthemes were identified: the social impact of cognitive impairments in MS, changes to daily living, relationship quality, communication, ways of coping with MS, and the desire for help in managing MS. Conclusions: These results identified types of support that couples needed and wanted; ways that MS affects couples' social lives; that there are difficulties negotiating changes in roles due to cognitive challenges; that there are difficulties coping with the impact of cognitive challenges on daily living; that couples often have difficulty communicating about the impact of cognitive changes on daily living and related issues, which also contributes to relationship strain; and finally, that most participants felt that they did not understand enough about the cognitive symptoms of MS. We outline key areas to address these identified needs. [ABSTRACT FROM AUTHOR]

Family caregivers are often perceived as inexperienced family members assuming caregiving duties. However, health care professionals may also find themselves in an informal caregiving role as older adult relatives or friends are hospitalized and experience intra-hospital transitions. The purpose of the current study was to describe the experiences of health care professionals assuming the role of informal caregiver during intra-hospital transitions. As part of a larger study, a separate analysis of six semi-structured interviews from family caregivers with health care backgrounds was considered. Health care professionals as family caregivers (HCP-FCs) reported they sought inclusion in the care provided, they had unique insider perspectives, and experienced role struggle between health care professional and new informal caregiver. Moreover, HCP-FCs reported increased role struggle during interactions with colleagues and fellow health care professionals. Understanding of the role of HCP-FCs during transitions in care is necessary to develop interventions supportive of patient- and family-centered care. [Family caregivers are often perceived as inexperienced family members assuming caregiving duties. However, health care professionals may also find themselves in an informal caregiving role as older adult relatives or friends are hospitalized and experience intra-hospital transitions. The purpose of the current study was to describe the experiences of health care professionals assuming the role of informal caregiver during intra-hospital transitions. As part of a larger study, a separate analysis of six semi-structured interviews from family caregivers with health care backgrounds was considered. Health care professionals as family caregivers (HCP-FCs) reported they sought inclusion in the care provided, they had unique insider perspectives, and experienced role struggle between health care professional and new informal caregiver. Moreover, HCP-FCs reported increased role struggle during interactions with colleagues and fellow health care professionals. Understanding of the role of HCP-FCs during transitions in care is necessary to develop interventions supportive of patient- and family-centered care. [Journal of Gerontological Nursing, 47(2), 31–36.] [ABSTRACT FROM AUTHOR]

Transitions into informal care roles are associated with various characteristics, for example gender and geographic proximity, but such associations are insufficient to explain role delegation, overlooking the interpersonal structure–agency nexuses that constitute role trajectories. This paper explores unequal role delegation within 7 families affected by dementia, presenting data from interviews with 7 people with dementia and 26 carers living in the community in the United Kingdom. Two key care roles are identified: the relatively un‐involved role of peripheral actors and the lynchpin role of main carers who take on most of the care tasks. These roles emerge from negotiations around a range of extraneous factors that collectively comprise cumulative baggage, including historic conflicts and childcare commitments. The unequal distribution of care reflects widely noted demographic associations with role delegation, but is enacted and justified through the interpersonal negotiation of personalised meanings regarding individual circumstances and suitability. Though deeply personal when taken at face value, these meanings imbibe sociocultural norms and political economies of care to structurally position family members in relation to each other and signpost appropriate candidates for caring roles, even before such care is required. [ABSTRACT FROM AUTHOR]

Background: Over the past hundred years, licensed practical nurses (LPN) have faced several challenges because of the changing situations in health care system. The current study addresses the role changing of LPNs in accordance with the context and new needs. Aims: This aim of situation analysis is to access what changes have occurred in the role of LPNs in the wake of changes in role of RNs over the past century and What factors and variables have influenced this process? Methods: This study used a Grounded Theory methodology called Situational Analysis. Data were collected through semistructured and in‐depth interviews with 33 nurse. Findings: Researchers identify six themes that focus on how the role of LPNs has been changing and variables have influenced this process. Conclusions: In Iran, as in other countries of the world, the role of LPNs comes to fore when there are pressing needs and nursing shortage. Iranian policymakers have decided to eliminate LPNs, Although LPNs in other countries are working in community‐based settings. Treatment‐oriented and self‐monitoring structure of the Iranian health care system, new nursing organizations and lack of clear role classification at the caring levels have made the nursing roles ambiguous. [ABSTRACT FROM AUTHOR]

Background: New graduate nurses transition with limited experience, and with anxiety and stress. They present an increased risk of contributing to preventable errors or adverse events. Purpose: The purpose was to develop an understanding of new graduate registered nurses' (RNs) patient safety knowledge and actions within the first year of registration. Methods: The longitudinal mixed-methods study was conducted using a questionnaire delivered at 3 time points (n = 68). Qualitative data were collected by semistructured interviews (n = 11). Results: Self-reported knowledge of medical error decreased over the 3 time points. Themes emerging from qualitative data include patient safety and insights, time management, making a mistake, experiential learning, and transition. Conclusions: Medical errors and time management persist during transition to the RN role. New graduates reported moderate knowledge of safety and quality issues; however, questioning their own abilities overshadowed growth in their involvement in patient safety. [ABSTRACT FROM AUTHOR]

OBJECTIVE: The aim of this study was to provide guidance on supportive nurse manager role transition practices. BACKGROUND: The nurse manager role is increasingly more complex and the workforce is increasingly less experienced. Wide variation in nurse manager role transition exists among organizations. Nurse managers are commonly hired without requisite knowledge and are expected to learn through experience. METHODS: A mixed-methods approach was used to identify current and ideal organizational practices supporting the role transition of novice nurse managers. RESULTS: Effective role transition of new nurse managers begins with human resource policies that encourage graduate preparation for nurse managers. A supportive transition program includes didactic education for knowledge development and coaching of novice nurse managers in the application of new knowledge to clinical practice experiences. Rigorous program evaluation is recommended for sustainability. CONCLUSION: Nurse managers are the linchpins of organizations. Organizational leaders need to support their role transition for the success of the organization. [ABSTRACT FROM AUTHOR]

Adequately preparing new graduate nurses for contemporary practice remains a challenge. This innovative mixed-method study explored the impact of a dedicated education unit on new graduate nurses' transition to practice. Results indicated that new graduate nurses with dedicated education unit experience were better prepared for contemporary practice compared to their peers with traditional clinical experiences. This study highlights the positive impact collaborative clinical teaching models can have on preparing new graduate nurses for practice. [ABSTRACT FROM AUTHOR]

Background: Nursing students encounter various adjustments during their first year of nursing school, including challenging coursework, competing demands, and clinical preparation. Limited research exists on first-year nursing students' experiences and the impact these experiences have on their success. This study examined nursing students' transitional experiences during their first year of university and identified support requirements needed. Meleis' Transition Theory was used to explore students' experiences. Method: A qualitative thematic analysis design was used. A convenience sample of first-year nursing students (A qualitative thematic analysis design was used. A convenience sample of first-year nursing students (N = 42) were recruited, and six semistructured focus groups were conducted. Results: The focus group discussions identified four themes: learning through others, confronting postsecondary demands, importance of relationships, and transition of self. Conclusion: The study findings highlighted students' transitional experiences regarding knowledge sources, relationships, and perceived supports that would promote a positive transition. The findings can assist faculty in enhancing interventions that support nursing students' success. The study findings highlighted students' transitional experiences regarding knowledge sources, relationships, and perceived supports that would promote a positive transition. The findings can assist faculty in enhancing interventions that support nursing students' success. [[J Nurs Educ. 2020;59(5):263–268.] [ABSTRACT FROM AUTHOR]

Drawing on in-depth biographical interviews with 12 grandfathers of young grandchildren living in Czech Republic, this study explores how men perform and conceptualize their role of grandfather in relation to their previous role of father and their own family history. The analysis shows grandparenthood as an ambivalent space for the reconstruction of masculinity. One the one hand, grandparenthood was depicted by the participants as an important way of transitioning one's own relationship to care and emotionality that enable them to relate to the care for young children outside the traditional frameworks of masculinity associated with the role of father. On the other hand, grandfather role represents an important tool for maintaining a connection with the ideal of hegemonic masculinity in older age and as a space for reconstructing the dichotomy between femininity and masculinity and the traditional dichotomies of care/work, activity/passivity, and private/public. [ABSTRACT FROM AUTHOR]

The play experiences of daughters who were caregivers to their mothers with multiple sclerosis were described. The experiences of four Caucasian women aged 19-26 years were captured using the interpretive phenomenological methods of interviews, field notes, and artifacts. Family systems theory provided the conceptual framework for the study and facilitated the interpretation of the findings. The thematic analysis revealed three themes: (a) being a good daughter, (b) blurred relationship boundaries, and (c) encumbered play. Being a good daughter encompassed personal caregiving for their mothers. The associated guilt and worry was perceived to mature the participants beyond their years. Excessive caregiving exacerbated by limited social networks contributed to the blurring of mother-daughter relationships. Play, although restricted, provided a welcomed escape from caregiving responsibilities. Impoverished play experiences as caregivers were reported to negatively impact adult physical activity and recreation pursuits. [ABSTRACT FROM AUTHOR]

AIM This study was conducted to explore the experiences of nurse educatorswho transitioned from traditional classroom to an online learning environment, either 100 percent online or in hybrid courses. BACKGROUND Online education is an effective way to reach students; however, online education requires a different pedagogy than the traditional classroom. METHOD Nurse educators who transitioned from traditional classroom to online environments (100 percent online or hybrid) were interviewed using 13 guided interview questions designed to explore the challenges experienced during the transition. RESULTS Challenges nurse educators experienced included a need for professional development for learning a new pedagogy and learning management system, technological support, mentorship in transitioning to the new mode of teaching, and a mind shift in teaching to a different pedagogy. CONCLUSION The results provide practical information for nurse educators who may be interested teaching online courses. [ABSTRACT FROM AUTHOR]

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Introduction: Motor neuron disease (MND) is a progressive neuromuscular disorder that can have significant and debilitating impact on the affected patient and families. Spouses are the primary carers for persons with MND in India, and the life of the person with MND and their spouse is never the same after the diagnosis. Aim: The objective was to explore the lived experience of spouses of persons diagnosed with MND. Methods: A qualitative exploratory study with three-point interviews was conducted with spouse caregivers of two persons diagnosed with MND who were receiving treatment from a national tertiary referral care center for neurological disorders. All the patients were diagnosed as definite MND according to the modified El Escorial criteria. With the spouses, in-depth interviews were conducted at their home, lasting on an average of 1 hour using a semi-structured interview guide (prompts). Interpretative phenomenological analysis was used to derive themes from the interviews. Results: The major themes emerged from the analysis were meaning of MND which contained the subthemes of delay in diagnosis and deterioration, psychological response across illness trajectory, relationship with the subthemes of changing roles in being acarer, marital relationship, to be seen as doing "right," and communication; adaptation with the subthemes of coping strategies and support system and life without the loved one. Conclusion: The changes in the lives of spouses and in strategies for caring the partner with deterioration of symptoms in the illness trajectory are explained in this study. The palliative approach in the management of MND has to take into account, the experiences and needs of carers since care happens at home. [ABSTRACT FROM AUTHOR]

Background: As a result of national initiatives reforming the United States' healthcare delivery system, nurse education must emphasize population health and wellness outside of acute care facilities. Bachelor of Science in Nursing (BSN) programs implement innovative strategies and partnerships to provide students with community health clinical experiences to learn the professional practice role of the Community/Public Health (C/PH) nurse. This qualitative research explored the community health learning experiences that influenced postlicense nursing students' interests in a professional role change—from an acute care hospital setting to a community health setting. Methods: Data collection, analysis, and dissemination methods found in basic qualitative research designs were used in this study. A purposive sample of Registered Nurse (RN) to BSN students (N = 15) completed semi‐structured interviews. Findings: RN to BSN students sought a professional role change from a hospital to a community‐based setting after favorable community health learning experiences that included (a) a supportive C/PH nurse preceptor, (b) identification of desirable nurse role characteristics, (c) special learning activities, (d) and faculty engagement with students. Implications: Findings provide nurse educators and other consumers of nursing practice with information regarding specific learning contributors that engage and provide transformative learning for RN to BSN students. [ABSTRACT FROM AUTHOR]