The purpose of the qualitative grounded-theory study was to generate a theory to explain workplace readiness and needs of new graduates entering the intensive care unit (ICU) from the viewpoint of managers, clinical educators, preceptors, and new registered nurses (RN) graduates. The study involved 24 nurses including five managers, four educators, eight preceptors, and seven new graduates working in Florida with 1,550 beds, which includes 115 specialized ICU beds. A qualitative grounded theory developed from analyzing the responses from face-to-face interviews and identifying competencies and skills required for new graduates to enter the ICU. The following four themes emerged: (a) embracing the new ICU role, (b) overwhelming experience of performance ambiguity or anxiety, (c) adapting to the ICU, and (d) embodying the new ICU RN role.
The results of this study indicate that new ICU RN’s have limited exposure in nursing school to the ICU and the inclusion of the novice nurse embracing the ICU theory (NNEIT) could enhance the new nurses’ transition into the ICU. Through the reduction of overwhelming experience of performance ambiguity or anxiety, the new graduate will adapt to the fast-paced ICU environment and embody the new ICU RN role. Novice nurses embodying the new role require time, preparation, and support. This study adds to a growing body of knowledge on facilitating the workplace readiness of new ICU nurses from the perspectives of the manager, educator, preceptor, and new graduate. The novice nurse embracing the ICU theory (NNEIT) will provide guidance in resolving the discourse of the competencies and skills for new nurses entering the ICU.
|Commitee:||Hollis, Leah, Kovacich, Joann|
|School:||University of Phoenix|
|School Location:||United States -- Arizona|
|Source:||DAI-B 74/12(E), Dissertation Abstracts International|
|Subjects:||Nursing, Health education|
|Keywords:||ICU new nurses, New graduates, Orientation, Workplace readiness|
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