Nursing the Future is a resource for new graduate nurses, nursing students and their supporters! The needs of these groups are diverse, and so our corresponding strategies are built upon decades of research and experience in the field!
For students and the newly graduated, as you proceed on this exciting journey into the nursing profession, we truly understand the challenges and triumphs that lie ahead. Nursing the Future is designed specifically for you, to offer guidance and support as you experience professional role transition. Whether you're settling into a new role, seeking advice on clinical practice, or looking for ways to maintain your well-being during this transition, we've got you covered!
For those supporting new nurses, such as managers and educators, we offer our tailored resources and consultations. You’ll find strategies to promote clinical learning, tips for creating a positive and supportive work environment, and evidence-based resources for supporting transition. Whether you are a preceptor, manager, educator, or mentor, we understand the pivotal role you play in shaping the future of nursing.
In each issue of our Newsletter, you'll find valuable insights, tips from experienced nurses, resources to help you navigate the complexities of healthcare, and updates on emerging knowledge in the field.
(https://nursingthefuture.ca/book-club/)
Dr. Jane Philpott issues a call to action for transforming healthcare systems in Canada and beyond in her new book Health for All: A Prescription for the Future. Drawing from her experiences as a physician, educator, and former Canadian Federal Minister of Health, Philpott discusses global health disparities, health equity, and the urgent need for reform in health systems worldwide. The book outlines key challenges within the current healthcare model and offers practical, innovative solutions to achieve equitable and sustainable healthcare for everyone. Critiquing the fragmented nature of healthcare delivery and advocating for integrated, patient-centered care, Philpott highlights the importance of prioritizing preventive care and addressing social determinants of health such as housing, education, and income inequality. The author emphasizes the need for reconciliation in Canada, and for culturally appropriate healthcare for Indigenous communities. The book also delves into some of the most pressing global health issues such as maternal and child mortality, infectious diseases, the need for sustainable healthcare systems in developing countries, and presents a case for why the international community must work together to solve these problems.
Philpott’s writing not only identifies the problems but also offers solutions to address them; she advocates for policy changes, healthcare reforms, and increased investments in public health infrastructure to ensure "health for all”. Through her insights, Philpott provides a vision of healthcare that is more inclusive, compassionate, and equipped to handle future challenges, while focusing on access, equity, and innovation.
(https://nursingthefuture.ca/the-interview/)
Darla Allen is a registered nurse and identifies with the Inuvialuit peoples who live and work in the western Canadian Arctic region. A recent graduate (2023) from the University of Victoria through Aurora College in Yellowknife, Darla works on the pediatrics unit at Stanton Territorial Hospital in Yellowknife, Northwest Territories. Darla started her nursing career by being a part of the Canadian Association of Schools of Nursing (CASN) Nurse Residency Program, which assisted her to find her footing in the early stages of her nursing career. Darla is proud to be able to use her culture to provide comfort for her patients and their families.
(https://nursingthefuture.ca/our-voices/)
Transitioning from student to professional nurse is one of the most challenging phases in a nursing career, with the first year often described as a period of "transition shock." Drawing from firsthand experience as an ICU nurse, educator and researcher during the COVID-19 pandemic, Danica Nolette explores how new graduates perceive this critical time. Her research identifies four key themes: self-doubt, emotional turmoil, finding silver linings, and the lingering impact of the pandemic. New grads, she found, grapple with imposter syndrome, workplace expectations, and managing overwhelming emotions. However, with strong support systems, they begin to find resilience and adapt. Danica’s findings emphasize the importance of self-efficacy and support networks for helping new nurses thrive. Read on to discover her insights into what educators, leaders, and peers can do to support the next generation of nurses through their transition into professional practice.
(https://nursingthefuture.ca/greenhouse-master-class/)
We are excited to present the next session in our unfolding seminar series on the State of Nursing in Canada, with Nursing Education leaders Claire Mallette, Elizabeth Saewyc, Tracie Risling, and Cathy Ringham.
This Masterclass explores critical questions about nursing education, how we can better prepare students for high-acuity areas, and how to integrate technology into nursing curricula. Discover insights into how educators and nursing leaders can bridge these disconnects, foster resilience, and create transformative learning environments for future nurses.
(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.
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.
Dr. Blake E. Ashforth's inspiration to leave his banking career and pursue a future in business management came from one of his MBA professors at the University of Toronto, Faculty of Management Studies. Ashforth had previously earned a Bachelor’s Degree in Commerce from the University of Toronto, the same academic institution that awarded him a Doctorate in Organizational Behaviour in 1986. Subsequently serving as an academic at Wayne State University in Detroit, Michigan and Concordia University in Montreal, Canada, Ashforth joined the W. P. Carey School of Management and Entrepreneurship at Arizona State University in 1996 where he retains the prestigious position as the Regents' Professor and Horace Steele Arizona Heritage Chair. Dr. Ashforth’s research focuses on supporting organizations to manage their transitions, socialize new staff, help newcomers adapt to new roles, and deal with organizational challenges and dysfunctions.
Ashforth has served as a member of the Editorial Review Board for the Academy of Management Discoveries, the Academy of Management Journal, the Academy of Management Review, and the Academy of Management Collections and was honored with a Lifetime Achievement Award from the Organizational Behavior Division of the Academy of Management. He was recently awarded the Distinguished Scholarly Contributions to Management Award for his extensive contributions to the advancement of management concepts.
Summary of Role Transition
Being cognizant of society's rapid shift towards industrialization and its resultant impact on societal structures and dynamics, Ashforth’s theory is identity-based and seeks to provide insight into the social-psychological processes that individuals undergo when transitioning from one role to the other. He refers to role transitions as the psychological and physical (if relevant) movement between roles. Individuals occupy various roles either simultaneously or sequentially and must assume identities that befit the roles. Ashforth draws on different theories to elaborate on how and why an individual moves from one role to the other.
According to Ashforth, in a role transition process, individuals disengage from one role (role exit) and engage with another (role entry). Individuals often experience “liminality” during the transition, in that they feel somewhat unmoored until they can establish their footing in the new role. As individuals engage in the demands and enactment of the role, they come to feel more authentic as legitimate role-holders. The socially constructed prescriptions attached to the role make up one’s role identity. This informs the individual’s behaviours, perceptions and feelings about the role. Roles have boundaries which define the perimeter within which a role is to be enacted. Boundaries guide the individual as they shift from one role to the other. Role exits are often precipitated by antecedent happenings that create doubts about the longevity of an occupied position. Eventually, these doubts lead to a disengagement from the role and a quest for a new role.
In the new role, a compelling desire for identity (who am I, how do I remain true to myself and what will set me apart), meaning (a sense of purpose), control (mastering and exerting influence) and belonging (forming lasting interactions with others) surfaces, which determine how the person navigates the new role. These psychological motives are heightened when role identity is viewed as important by the individual. Individuals also incline more toward roles that address their motives and tend to define themselves in terms of such role identities. It is easier to transition from one role to another when past and future roles do not differ significantly from each other. A myopic view of one’s new role can result in entry shock (disorientation and anxiety experienced when a new role is entered), which can affect adjustment into the role. Organizations utilize the socialization process to enlighten newcomers about role expectations in hopes that the individual will internalize organizational values and norms. Transitioners, however, are active entities in a transition process and can initiate change that allows them to match their preferences with the expected role identity if it is significantly distinct from their personal identity. Transition bridges (mechanisms for maintaining connections with the past) are sometimes used to facilitate normalizing (making new roles less stressful and manageable) in a role transition.
Applying the Theory
New nurses entering their professional roles often seek more than just a job; they are looking for a meaningful career that aligns with personal values, provides a sense of purpose and an opportunity to make a tangible difference in people's lives. Role transitions are informed by a subjective appraisal of the role's importance and the prevailing situational factors. Opportunities for growth and continuous learning should be available in organizations so that new nurses can quickly adapt and personify their professional roles. Training schools gradually introducing student nurses to real-world and concrete professional setting experiences enhance professional role entry because the disparity between the student role and professional role is minimized. It is worth noting that because transitioners can psychologically disengage from a role when alternatives seem attractive, organizations must endeavour to provide a conducive working environment for their staff. Psychologically disengaging from a role has staff retention and turnover implications for organizations. Finally, new nurses are actively involved in their transition process and may not necessarily conform to rigid organization expectations, although social influence can shape their behaviours and perceptions. The socialization process must encompass the introduction to organizational norms as well as support strategies for developing one’s potential.
References
Academy of Management. (2023, October 3). Member spotlight: Blake Ashforth. https://aom.org/about-aom/aom-news/blog-detail_releases/blog-detail/releases/2023/10/03/member-spotlight-blake-ashforth
Arizona State University. (n.d.). Blake Ashforth. Retrieved July 5, 2024, from https://search.asu.edu/profile/8212
Ashforth, B. E. (2001). Role transitions in organizational life: An identity-based perspective. Lawrence Erlbaum Associates. https://ebookcentral-proquest-com.ezproxy.tru.ca/lib/trulibrary-ebooks/reader.action?docID=255592
Eklund, A., & Skyvell Nilsson, M. (2024). Implementing nurse transition programs: Program coordinators' perspectives on new graduate nurse transition. Journal of Health Organization and Management. https://doi.org/10.1108/JHOM-01-2023-0018.
Purpose
The article investigates the perspectives of program coordinators on implementing nurse transition programs for newly graduated nurses in Swedish hospitals. Transition programs are critical for retaining new nurses and ensuring they gain the competencies needed in clinical practice. The study explores the dynamics of how these programs are structured, the challenges faced during implementation, and the factors contributing to their success or failure. The research aims to provide insights into how new graduate nurses can be better supported as they transition from education to professional practice.
Methods
The research utilized a qualitative approach, conducting in-depth interviews with 11 program coordinators responsible for managing transition programs in various Swedish hospitals. Thematic analysis was employed to extract and organize key themes from the data. Coordinators were asked about their experiences in implementing these programs, the support they received, the obstacles they encountered, and their thoughts on how these programs could be improved. The method allowed for an exploration of both practical and strategic aspects of program implementation.
Results
Two major themes emerged from the analysis:
Creating Shared Responsibility: Coordinators emphasized the need for collaboration across different levels of the hospital, including management, ward staff, and mentors. The success of transition programs depends on a collective effort, as new nurses require both ward-specific and general professional development support. However, there was tension between fulfilling the immediate needs of specific wards and promoting broader career growth for new graduates. This tension can sometimes result in a lack of unified direction for the program’s goals.
Establishing Program Legitimacy: Institutional support, such as clear guidelines, long-term planning, and consistent involvement from leadership, was identified as crucial for sustaining these programs. Coordinators highlighted the importance of having regional governance to ensure that programs align with hospital policies and objectives. They noted that without ongoing institutional backing, it becomes difficult to maintain program consistency, which in turn affects retention rates and the overall competency development of new nurses.
Conclusion
The study concludes that transition programs for new nurses require institutional and regional support to be effective. Program coordinators play a pivotal role in bridging the gap between educational preparation and real-world practice by fostering collaboration among hospital staff and management. Long-term planning and consistent program evaluation are essential to improving nurse retention and competency. The findings suggest that a shift toward creating a shared responsibility model, with clear institutional support, can enhance the effectiveness of these transition programs and better prepare new nurses for the challenges of clinical practice.
Our popular seminar series NTFLive is back with another amazing seminar planned! Join us in the live session discussing all things NCLEX November 27 at 2pm EST with Shelly Luhning, Owner and CEO of NCLEX Education! Don’t miss this informative and fun session designed to explain the testing process and how you can best prepare! Be sure to bring your questions!! Watch our Social Media and become an NTF subscriber for updates and your FREE tickets! Be sure to share these events with your new graduate peers, coworkers, and senior students!
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
