Transformational Aspects Of A Student To A Graduate Nurse

Introduction

• Introduction to Presentation: Overview of the presentation’s scope and objectives.
• Question 1: Examine one change management theory and its relevance to the transition from student to graduate nurse.
• Question 2: Collaborate with the team to compare and evaluate supports required for a successful transition from student to graduate nurse.
• Question 3: Evaluate the graduate nurse program’s promotional material and advocate for necessary supports or enhancements.

Speaker Notes

This presentation explores transformational aspects of the shift from a student to a graduate nurse, providing answers to change management theory, the importance of two- sided support, and comprehensive approach to promotional materials. It will be investigated how the change management theories, in specific, Lewin’s model, have an impact on the transition process and the necessity to recognize change in this context will be addressed. Furthermore, we will join to put up a transition support framework and incorporate this in the graduate nurse’s program marketing material. Eventually, we will push for any feasible improvisations so that the new nursing graduates could fit in the work environment.

Slide 2: Introduction to Lewin’s Change Management Model

• Lewin’s Change Management Model: Introduction to the three-step model proposed by Kurt Lewin.
• Unfreezing: Explanation of the first step, which involves preparing for change by acknowledging the need for it (Hussain et al., 2018).
• Relating to Transition: Justification of how unfreezing relates to the transition from student to graduate nurse.

Speaker Notes

Lewin’s Change Management Model, proposed by Kurt Lewin, consists of three steps: freezing, changing, and refreezing. Unfreezing starts with the acceptance of the requirement for change. In transitioning from student to graduate nurse, unfreezing is defined as realizing the necessity to readjust to novel roles, tasks and situations (Harrison et al., 2021). The college students must get their thoughts in order and should be ready to engage in new transformations as well as a creative process of learning and self-improvement.

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Slide 3: Application of Unfreezing to Transition from Student to Graduate Nurse

• Unfreezing in Transition: Application of Lewin’s unfreezing stage to the transition from student to graduate nurse (Tang & Tang, 2019).
• Recognizing the Need for Change: Explanation of how acknowledging the need for change is crucial for a successful transition.
• Embracing Growth: Justification of how embracing the need for change facilitates personal and professional growth.

Speaker Notes

Employing the first stage of Lewin’s model “unfreezing” to the student-to-graduate nurse transition, it becomes evident that the first and foremost thing, which is a need for change realization, is crucially important for the transition to be successful (Bakari et al., 2017). As soon as the professionals more towards the nursing job market in near future they need to face the shifts of roles, responsibilities, and expectations. The process of realizing the demand for change provides both personal and professional development, giving a person to accept themselves, to learn and develop in a new role of graduate nurse (Burnes et al., 2020). Through the practice of this transient phase, student nurses can navigate it with an attitude of openness, preparedness, and resilience, and so can lay the groundwork for a smooth and flawless transition into professional practice.

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Slide 4: Mentorship Program

• Description: A mentorship program pairs new graduate nurses with experienced mentors who provide guidance, support, and advice.
• Rationale: The venture into the intricacies of the healthcare setup as a fresh graduate nurse might be nonetheless overwhelming. A mentorship program creates a supportive relationship with a higher-level coworker who gives the tips driven by intimate knowledge of the individual’s needs (Tiew et al., 2017). These support systems can help address those nagging feelings of insecurity, build up trust and ease down the process of entering the professional practice.

Speaker Notes

With the spotlight of an imminent transition from a student to a newly graduated nurse, I now perceive the need for a mentor who would guide me through this process. A mentorship program would give these individuals an opportunity to do this one to one counselling on healthcare issues and finally, my skills would grow in confidence.

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Slide 5: Transition Support Workshops

• Description: Transition support workshops offer educational sessions and resources specifically designed to address the needs of new graduate nurses.
• Rationale: Shifting from a role as a student to that of a graduate nurse is accompanied by adjusting to new statuses, duties, and surroundings. Transition support workshops offer customized training and resources to ensure the success of graduate nurses in their new workplace (Hussein et al., 2017). These workshops will teach me how to obtain knowledge, skills and techniques that can guide me through the professional life.

Speaker Notes

Students at this level of transition should get a chance to take part in workshops where they would receive useful information and tools that they can use in order to transition from a student nurse to a registered nurse. By attending those courses I would be able to acquire the fundamental information and also specific skills to know how to respond and handle the pressures that come with professional practice.

Slide 6: Peer Support Program

• Description: A peer support program pairs new graduate nurses with peers who have recently undergone the transition process themselves.
• Rationale: The process of transitioning from a student to a graduate nurse may become overwhelming and sometimes having people around who have gone through the same experience will help vastly (van Rooyen et al., 2018). The peer support system helps in the development of a safe place for the sharing of experiences, seeking of advice, and rendering of support. This support creates a feeling of togetherness, makes lonely students feel less isolated, and boosts well-being while the student is settling down.

Speaker Notes

Peer support program will be an opportunity for me to find people who are experiencing the same thing as I am and they can understand my story of how I live with this disease. Thus, we are able not only to see each other’s motivation and give mutual support by sharing our experiences and common challenges and victories. This also makes the campaign a powerful force of support, giving a leg-up as we move on to our nursing graduate careers.

Slide 7: Clinical Supervision

• Description: Clinical supervision involves regular meetings with a qualified supervisor to reflect on clinical practice, discuss challenges, and set goals for professional development (Hussein et al., 2019).
• Rationale: As a new graduate nurse, continuous coaching and feedback are not only crucial to my growth but also the way of ongoing education. Clinical supervision helps to establish a systematic way of thinking, communicating, and making progress. Supervision will supply me with the required feedback on a regular basis, help define my development areas, and contribute to enhancing my clinical practice leading to better patient care.

Speaker Notes

Clinical supervision would give me an opportunity of seeing the result of clinics trainings and get guidance from a trained person in the field. Having effective supervision all through, I can work on my own skills, come up with solutions to the problems and I can still improve my performance as a graduate nurse.

Slide 8: Mentorship Program Evaluation

• Evaluation of the Graduate Nurse Program’s Promotional Material: The promotional material for the Graduate Nurse Program does not explicitly mention a mentorship program.
• Evaluation of Mentorship Program: Mentoring is an invaluable component of the transition from student nurse to competent graduate nurse drawn from the theory and research. Mentorship provides individualized assistance, experience-sharing, and motivation enhancing uncomplicated learning process. With the help of a mentor, new graduate nurses can improve skills in leadership, build critical thinking, and maneuver the negative aspects of healthcare more deftly.

Speaker Notes

The Graduate Nurse Program ad does not indicate an existence of a mentorship program. Nevertheless, researches show the significance of mentoring programs to novice graduate nurses. Mentors may play a crucial role in guiding the new members by offering expert advice which will revive their confidence and ease the transition into professional practice. Therefore, mentorship program should also be incorporated in Graduate Nurse Program of Cabrini Health so that new graduate nurses can be supported by the others.

Slide 9: Transition Support Workshops Advocacy

• Evaluation of the Graduate Nurse Program’s Promotional Material: The pamphlet talks about a provision of the educational support through the interactive study days, but there is no information on the transition support workshops.
• Advocacy for Transition Support Workshops: Transition support workshops are held to provide focused teaching and resources to help the graduated nurses in the transition to professional nursing. During these workshops, students gain highly significant information, skills and tools to deal with the stressful professional environment. Graduate nurses can get more professional support along the transition period to work better and competent when new graduate nurse program includes transition workshops.

Speaker Notes

Educational facilities are advertised but the school do not choose to have induction support session. The work on the support of transition is a specific learning and resource material in which the new graduate nurses make their shift for professional practice. Thus, by promoting the adoption of such workshops in the Graduate Nurse Program, we, new graduates can take advantage of the specialized instruction which is aligned to our needs that will in turn impart on our confidence and competence. Hence, Cabrini Health should incorporate transition support workshops into its Graduate Nurse Program to help recent graduates adjust to the new environment of health profession.

Slide 10: Conclusion

• Summary of Key Points: Recap of the main findings and insights discussed in the presentation.
• Actionable Takeaways: Highlight of key action items or recommendations for supporting the transition from student to graduate nurse.
• Importance of Continuous Support: Emphasis on the ongoing need for support and adaptation throughout the transition process.

Speaker Notes

To summarize, this presentation has focused on several vital rights, which are setting up a good change management theory, necessary supports, and program evaluation. In the process of recapping the points made, we will be able to reinforce the value of becoming aware of the situation, asking for sufficient support as well as adjusting to changes during the process of transition. Finally, the main steps and recommendations needed will be the lean on to ensure nurses recently graduated can move into professional practice smoothly. The key factor in this here is the continued support and alignment of actions to ensure the transition experience that will be pleasant and fulfilling.

References

Bakari, H., Hunjra, A. I., & Niazi, G. S. K. (2017). How does authentic leadership influence planned organizational change? The role of employees’ perceptions: Integration of theory of planned behavior and Lewin’s three step model. Journal of change management, 17(2), 155-187. https://www.researchgate.net/profile/Haroon-Bakari/publication/311986171_How_does_authentic_leadership_influence_planned_organizational_change_The_role_of_employees’_perceptions/links/5ae48fa0aca272ba507fb053/How-does-authentic-leadership-influence-planned-organizational-change-The-role-of-employees-perceptions.pdf 

Burnes, B. (2020). The origins of Lewin’s three-step model of change. The Journal of Applied Behavioral Science, 56(1), 32-59. https://journals.sagepub.com/doi/pdf/10.1177/0021886319892685 

Harrison, R., Fischer, S., Walpola, R. L., Chauhan, A., Babalola, T., Mears, S., & Le-Dao, H. (2021). Where do models for change management, improvement and implementation meet? A systematic review of the applications of change management models in healthcare. Journal of healthcare leadership, 85-108. https://www.tandfonline.com/doi/pdf/10.2147/jhl.s289176 

Hussain, S. T., Lei, S., Akram, T., Haider, M. J., Hussain, S. H., & Ali, M. (2018). Kurt Lewin’s change model: A critical review of the role of leadership and employee involvement in organizational change. Journal of innovation & knowledge, 3(3), 123-127. https://www.sciencedirect.com/science/article/pii/S2444569X16300087 

Hussein, R., Everett, B., Ramjan, L. M., Hu, W., & Salamonson, Y. (2017). New graduate nurses’ experiences in a clinical specialty: A follow up study of newcomer perceptions of transitional support. BMC nursing, 16, 1-9. https://link.springer.com/article/10.1186/s12912-017-0236-0 

Hussein, R., Salamonson, Y., Hu, W., & Everett, B. (2019). Clinical supervision and ward orientation predict new graduate nurses’ intention to work in critical care: Findings from a prospective observational study. Australian Critical Care, 32(5), 397-402. https://www.sciencedirect.com/science/article/pii/S1036731418300602 

Tang, K. N., & Tang, K. N. (2019). Change management. Leadership and change management, 47-55. https://www.researchgate.net/profile/Greg-Wang-4/publication/315745050_Change_Management/links/5bcd521f299bf17a1c661d30/Change-Management 

Tiew, L. H., Koh, C. S., Creedy, D. K., & Tam, W. S. W. (2017). Graduate nurses’ evaluation of mentorship: Development of a new tool. Nurse education today, 54, 77-82. https://www.sciencedirect.com/science/article/pii/S0260691717300928 

van Rooyen, D. R., Jordan, P. J., ten Ham-Baloyi, W., & Caka, E. M. (2018). A comprehensive literature review of guidelines facilitating transition of newly graduated nurses to professional nurses. Nurse Education in Practice, 30, 35-41. https://www.academia.edu/download/85035100/127961.pdf