March is upon us, with welcome signs of spring approaching! In this edition of our newsletter, we are focusing on early career nurse support, culminating in our live seminar with Dr. Janice Waddell where attendees will be guided through career visioning and planning information and exercise. Be sure to attend and bring your dreams! Janice notes that this approach to career development is for all, at any stage of your career so be sure to attend and invite your colleagues!
(https://nursingthefuture.ca/the-interview/)
In our latest interview, Ana Phan, RN, BScN, shares her experiences as a new graduate working in forensic nursing. She discusses the unique challenges and rewards of the field, emphasizing the importance of resilience and continuous learning. Ana offers insights into the transition from nursing student to professional practice, highlighting the support systems and resources that helped her succeed. She also reflects on the emotional aspects of forensic nursing and how new nurses can navigate difficult situations. Her story provides valuable perspectives for new graduates and those considering a career in forensic nursing, offering encouragement and practical advice.
NTF Live(https://nursingthefuture.ca/ntf-live/)
Join us on March 26 1100PST/1400EST for Charting Your Nursing Career Path with Nursing the Future and Dr. Janice Waddell
Join us for an engaging and interactive live seminar designed for nursing students, new graduates, and early-career nurses who are planning their professional journeys. This dynamic session will be led by Dr. Janice Waddell, a renowned nursing leader, educator, and researcher with extensive expertise in nursing education, career development, and workforce planning. Dr. Waddell has been instrumental in shaping policies and practices that support the transition of nurses into the workforce, ensuring they are well-prepared to thrive in diverse healthcare settings.
This session will feature interactive breakout discussions, visioning exercises, and real-time career planning guidance, providing attendees with valuable insights on navigating the early stages of their nursing careers. Participants will have the opportunity to explore strategies for professional growth, identify key career milestones, and gain clarity on how to align their skills and aspirations with evolving healthcare demands.Get your tickets here! https://careerpath.eventbrite.ca
(https://nursingthefuture.ca/awards/)
At NTF, we are passionate about recognizing and celebrating excellence. When we discover a Rising Star among new graduate nurses or their supporters, we are eager to share their successes with our community!
If you know someone who deserves to be celebrated for their achievements, please let us know by emailing us at newgraduates@nursingthefuture.ca OR go directly to https://nursingthefuture.ca/awards/ and submit your nomination! Your nominations help us shine a spotlight on those who are making a difference in the nursing profession.
We are now exploring the 2nd stage of professional role transition for the newly graduated nurse. This is a time characterized by overwhelming exhaustion as the new graduate becomes more comfortable with practice competencies, starts to ‘settle in’ to their new practice culture, and begins processing everything that happened in the whirlwind of Stage 1. This is a time of ‘awakening’ to all that IS and all that IS NOT. Restoring a sense of equilibrium is the name of the game in this stage, marked by: 1) searching, 2) questioning, 3) doubting, 4) examining, and 5) revealing. In the last newsletter we spoke about questioning. Now let’s dive into #4 and #5 – examining and revealing!
Examining
Somewhere around 6-8 months something changes and the remainder of this stage is about finding some ‘middle ground’ between the NGNs past experience as a student, with the primary goal of learning about nursing, and their current experience as a professional applying what they have learned to their practice.
“For the most part I think that’s been really a conscious decision especially about the anxiety. It’s just like ‘that’s enough’. You know what I mean? I’m usually OK now with just leaving it or I’ll just, you know, tell [my boyfriend] ‘this happened and it was really hard’ but then that’s it and I go to sleep. It’s not looming over my head or anything, like ‘did I make any mistakes’? I don’t usually think that so much anymore. It’s sort of just like, ‘OK, I did my best that day or I made sure everything was done and what didn’t get done well…I’ll just have to let that go because there’s nothing I can do about it now.’”
Growing into their new identity as a nurse may well depend on their ability to engage in a critical but ‘fair’ examination of their experience to date. There will come a time (likely during this stage) when they become acutely aware of the differences in what they are actually doing as a nurse relative to what they were educated or prepared to do.
“It’s definitely not what I thought it would be. I mean by the time I was done school I thought I knew what it was going to be, but when I started, I have no idea what I thought nursing was…..I can remember learning the principles of sterile technique in school. Now I’m standing here watching an experienced nurse pull off a dressing with no gloves, and slap another dressing back on the incision without even cleaning it, and I don’t say anything.”
The NGN will begin to critique the perceived disconnects in their professional work role an we suggest they do that in consultation with ‘wise elders’ who themselves have wrestled with this issue over the course of their career (and EVERYONE has). As discussed earlier, a defining moment in any professional’s life is when they come to realize that the reality is never ideal, but that we are all obligated to get as close to it as we can. You can see the NGN struggle with ‘what to do’ when witnessing substandard practice in their colleagues—this is a critical decision in their developing professional identity—help them to make it carefully.
“I basically told myself that it was OK if I didn’t meet all of those standards. There is just so much to learn that it’s impossible…to do it all as well as you would like to. I don’t know if that’s really good, but that’s where it is. There’s definitely the temptation to become complacent when you say, ‘Well, I’ve been managing OK.’”
Professionals working on the edge of people’s lives the way nurses do quickly learn that there are ‘lines’ we must NOT cross when things get hairy. The lines that distinguish good practice from bad practice cannot be BOLDED and ITALICIZED for emphasis but are subtle and more grey than they are black and white. Much of what we learn as nurses is accomplished through thinking-in-action (a.k.a. thinking while practicung) or through a critically reflective debriefing process AFTER practice.
Everything that we do as nurses can likely be done better, and each day is a new day that holds possibility for progress and advancement. The NGN needs to understand that while no practice is perfect, we continuously STRIVE to optimize our care, clinical decisions and judgments; this implies an ongoing intentional synergy between what we THINK and what we DO.
“I really think it all goes back to the workload. You become exhausted…even myself, I never wanted to start doing this ‘cutting corners’ thing. You find yourself doing that and that’s not nursing. …You’ve been running around all day, your back is sore, you’re exhausted. This patient is a sit-down lift…it is a good idea to get her up into the chair at least once during the day but you don’t. That’s cutting corners.”
The NGN needs they can trust to help them negotiate the minefield that comprises the daily issues and clinical situations about which we make nursing judgments and decisions. This stage is about struggling with self-doubt and “its like night and day walking onto a shift knowing that the nurses I am working I can completely trust and go to for help.” THOUGHTS become ACTIONS that can have life altering consequences for those under our care. Nobody can nurse well in isolation.
“Some affirmation would have been nice. That’s something that I’ve noticed we don’t do well. I don’t know if it’s nurses in general but on our unit they don’t compliment each other very well. Like sitting you down and saying, ‘You know you did a very good job’. I haven’t had that. I mean they do write people up, when someone isn’t doing well, and I don’t think it’s necessary. I would like to see them make an effort when a new grad makes a good decision to say, ‘You know, that was the right thing to do’, because you need it. You can’t always rely on your self-talk to pull you through.”
Revealing
As the NGN progresses toward the latter part of the 2nd stage of transition, all that has been revealed to them over the past 6-8 months stimulates an increasingly moderate perspective on their professional experiences; there will be lessHIGHS and LOWS and more ‘neutral’ days. Having been previously frustrated by their perceived lack of progress, they might find themselves relaxing into a more comfortable space that permits the mild angst that comes with revelations about what they do not know and allows those thoughts to co-exist with the growing confidence in what they do know. They begin to gain trust in themselves.
You might notice the NGN becoming a bit detached from their surroundings as they find their way through this stage. This is a normal response as they locate that ‘middle ground’ we spoke about above.
An essential element in the NGNs recovery during the latter part of this stage and into the final stage of transition consists of reacquainting themselves with personal goals and aspirations they had put aside in order to experience professional growth. Less cognitive, physical, and emotional energy is needed to manage now familiar nursing roles and responsibilities and less anxiety is generated in dealing with clinical situations. By about 6 to 8 months post-orientation, they should see a rejuvenated spirit; one that might even inspire them to seek out new challenges to their thinking and more complex situations in their practice. Who they are as a nurse is now being revealed, and that self-knowledge releases them from the constant doubting and questioning that was necessary to arrive at this new place.
“I finally feel that I am moving into a different stage. I don’t feel new anymore, and I catch myself saying ‘this is new to me’ a little less often. I feel a lot more comfortable. I feel a lot more confident in some of the skills that I was anxious about when I first started….I even notice that my assessment skills are getting a lot better, and I know they will only improve because the more you do something, the better you get.”
Research and Education:
The breadth of nursing knowledge extends to the pursuit of evidence through programs, initiatives, and research. Join us as we highlight and discuss what emerging findings mean for the contemporary field of professional nurse transition, and the profession as a whole.
#1 Schlossberg's Transition Theory
Dr. Nancy Schlossberg EdD has dedicated her life’s work to ensuring people are armed with the tools to handle the changes they experience over a lifetime, and has formulated a transition theory which can be used as a blueprint to that effect. In the advent of life changes, it is crucial to have the necessary tools to deal with the effects of the change effectively.
Convinced that adulthood is marked by several changes, Schlossberg focused her theory on adult transition. She was also intrigued by the variations in people's responses to the changes occurring around them even when they had previously encountered similar situations. She wanted to develop a framework that captures the fine details of how people adjusted to these everyday changes. According to Schlossberg, a transition can only be considered a transition when the individual perceives it as one and this is based on the meanings the person attaches to it. Her definition of transition is “an event or non-event that changes one’s relationships and behaviours due to the alteration in the person’s assumptions and view of the world”. Some of the events may be anticipated while others may be unexpected. She referred to non-events as the things we anticipate that never happen. She points out that people's responses to transitions are determined by their position (whether they are moving in, moving through or moving out) of the process. She added that at some point in the process, the individual successfully melds the changes occurring in their present lives through an adaptation process. Manoeuvring through the adaptation was dependent on internal and external variables. Schlossberg was of the opinion that recognizing the interplay of intrinsic and extrinsic influences in the transition process will help explain the individual coping differences observed and understand the process better. She further elaborated on these factors to illustrate their roles in the adaptation process drawing insights from several theories and her own experiences. The factors (4‘S’) identified are situation, self, support and strategies.
Self: Schlossberg's theory posits that at the outset of all transitions, individuals have resources and deficits. Adaptation to the transition is dependent on the individual’s perceived or actual resources available to balance out the deficits in relation to the transition, the pre and post-transition environment and the individual’s sense of competency, well-being and health. Furthermore, adaptation becomes challenging when there are extreme differences between the current situation (pre-transition) and the anticipated resultant alterations (post-transition). The individual’s attributes, demographics, social economic status, and psychological resources are key to how well they adapt to the new situation.
Situation: The individual evaluates the impending transition and responds per their appraisal of the situation. They consider the characteristics of the transition such as (1) trigger (what sets the transition in motion (2) role change (a gain or a loss of role), (3) affect (positive or negative feelings about change), (4) control (internally or externally initiated change), (5) timing (change occurring on time or off time), (6) onset (a sudden or gradual onset), (7) duration (a temporary, permanent or uncertain about the length of time), (8) previous experience with similar transition (familiarity with the change) (9) concurrent stress (the impact of simultaneous events or non-events). Their overall assessments and interpretations of these characteristics influence their reactions, responses and adaptation process.
Support: A person’s intimate relationships, family unit, network of friends and institutions/communities support (for example religious and political affiliations) and the conduciveness of their physical environment (comfort, aesthetics and privacy) play a role in how well the person adapts to a transition process. Available and quality social support from family, friends, colleagues, and institutions positions the individual to manage the ongoing changes effectively.
Strategies: These are the actions initiated in response to events or non-events in an attempt to exert control over the situation. They either respond by controlling the meaning of the problem (positive comparisons, selective ignoring), managing the aftereffects of the transition (self-assertion, emotional discharge) or modifying the situation (negotiations, optimism, self-reliance). The aim is to change how the transition is viewed to facilitate their adaptation.
Schlossberg’s framework provides individuals involved in helping others a blueprint that can offer invaluable insight into target areas to focus on for effective transition management.
Application of theory for new nurses’ transition
Schlossberg's transition theory can be applicable in many contexts including new graduate nurse transition. Her framework essentially provides a guiding checklist for identifying potential facilitators and inhibitors of the new graduate transition process. The 4S (self, situation, support and strategies) parameters can be utilized by nurse educators, preceptors, mentors and coaches to determine the areas where the new nurse requires more support for timely interventions. It informs unit and department heads to foster a supportive working environment, particularly discouraging incivility and bullying toward new graduates, as this can affect their physical and psychological well-being and inadvertently interfere with their transition process. Nurse managers and leaders can also leverage the fundamental principles of the theory to advocate for institutional policies that support the growth and development of new graduate nurses at the managerial level.
References
Anderson, M.L., Goodman, J., & Schlossberg, N.K. (2012). Counseling adults in transition: Linking Schlossberg’s theory with practice in a diverse world, 4th Ed. New York: Springer Publishing Company, LLC.
Evans, F., & Guido-DiBrito. (1998). Schlossberg’s Transition Theory. In Student Development in College: Theory, Research, and Practice (pp. 111–114). Jossey-Bass. https://www.unthsc.edu/students/wp-content/uploads/sites/26/Schlossberg.pdf
Sargent, A. G., & Schlossberg, N. K., (1988). Managing adult transitions. Training & Development Journal, 42(12), 58.
Schlossberg, N. K. (1981). A Model for Analyzing Human Adaptation to Transition. The Counseling Psychologist, 9(2), 2-18. https://doi.org/10.1177/001100008100900202
Transitions Through Life. (2023, April 11). Transitions through Life - Professor Emertita Dr. Nancy K. Schlossberg. Transitions Through Life - How to Survive According to Nancy K. Schlossberg. https://www.transitionsthroughlife.com/bio/full-biography/
#2 Career decisions and aspirations of early‐career nurses: Insights from a qualitative interpretative description study
Richard, E., & Kim, S. B. (2024). Career decisions and aspirations of early‐career nurses: Insights from a qualitative interpretative description study. Journal of advanced nursing, 80(8), https://doi.org/10.1111/jan.16034
Background
The career decisions of early-career nurses play a crucial role in shaping the future of the nursing workforce. Retention of newly graduated nurses is a persistent challenge in healthcare, as many leave the profession within the first few years due to workplace stress, job dissatisfaction, and lack of career advancement opportunities. The study by Richard et al. (2023), published in the Journal of Advanced Nursing, explores the factors that influence career decisions and aspirations of early-career nurses. Understanding these influences is essential for developing policies and workplace strategies that enhance job satisfaction and improve retention rates in the nursing profession.
Methodology
Richard et al. (2023) conducted a longitudinal qualitative study to examine the career trajectories of early-career nurses. The study followed participants from 2020 to 2022, allowing researchers to track changes in their professional aspirations, experiences, and career decisions. Data were collected through in-depth interviews and focus groups with newly graduated nurses working in various healthcare settings, including hospitals, community health centers, and long-term care facilities.
The exploratory qualitative design utilized thematic analysis and interpretive description to identify key patterns and themes that emerged from the data. By analyzing the lived experiences of early-career nurses, the study provided insights into the factors that influence job satisfaction, career mobility, and long-term commitment to the profession. The use of qualitative methodology allowed for a deeper understanding of the personal and systemic challenges faced by new nurses in their transition to practice.
Findings
The study revealed several key themes that shape the career decisions of early-career nurses.
Implications for Practice and Policy
The findings of this study emphasized the need for healthcare organizations to implement strategies aimed at improving the retention of early-career nurses. Employers should focus on creating supportive work environments, offering professional development opportunities, and addressing workload concerns to prevent burnout. Additionally, mentorship programs should be expanded to provide guidance and support for newly graduated nurses as they transition into practice.
Policymakers should also consider the broader systemic challenges facing the nursing profession, including staffing shortages, compensation disparities, and workplace safety concerns. Addressing these issues can enhance job satisfaction and encourage nurses to remain in the field, ultimately strengthening the healthcare workforce and improving patient outcomes.
Conclusion
Richard et al. (2023) provided valuable insights into the career decisions and aspirations of early-career nurses, highlighting the complex interplay of personal motivations, workplace challenges, and professional development opportunities. By understanding these factors, healthcare organizations and policymakers can develop targeted interventions to support early-career nurses, enhance job satisfaction, and improve retention rates within the profession.
Are you interested in exploring specialty nursing fields but unsure where to start? Choosing a specialty can be a complex decision, and we are committed to providing support and resources to help nurses navigate their options.
In the coming months, we will focus on developing interest in specialty nursing fields, offering insights and guidance to help you find the right path.
If you have specific questions about specialty options or professional role transitions, we’d love to hear from you. Reach out to newgraduates@nursingthefuture.ca and let us know how we can support your journey.
After more than twenty years of national leadership in supporting nursing students and newly graduated nurses through professional role transition, Nursing the Future (NTF) is concluding its current operational chapter.
Since 2004, NTF has served as a vital bridge for new nurses, educators, and leaders navigating the vulnerable early months of practice. Through evidence-based programming, national partnerships, and a commitment to building a safe “cul-de-sac” for early-career nurses, NTF has supported thousands across Canada in cultivating connection, confidence, and professional identity.
We extend deep gratitude to our partners, including the Canadian Nurses Foundation, the Canadian Nurses Association, the Canadian Nursing Students Association, provincial ministries, healthcare institutions, and countless contributors whose belief in transition-to-practice support made this work possible.
While formal operations conclude, the scholarship, curriculum, intellectual property, and program infrastructure developed over two decades remain intact and available for strategic partnership and collaboration. For further dialogue on potential collaborations, please contact Dr. Duchscher directly: newgraduates@nursingthefuture.ca
We welcome conversations with ministries, health regions, academic institutions, and professional associations interested in advancing initiatives such as:
The mission of healthy and supported professional role transition remains urgent. The work continues, sustained through scholarship, partnership, and shared commitment to the future of Canadian nursing.
With enduring gratitude,
Dr. Judy Duchscher - Founder & CEO, Nursing the Future
Kathryn Corneau - Program Director, Nursing the Future
For our FULL letter of Gratitude CLICK HERE
