Sargeant, Kim Elizabeth (2022) Practice Readiness: An English exploratory study describing newly qualified graduate nurses’ perceptions of practice readiness and professional identity. Doctoral thesis, Keele University.

[thumbnail of SargeantEdD2022.pdf]

Download (2MB) | Preview


Background: Greater understanding of NQNs’ perceptions of their pre-registration and transition experiences, and influences on their perceptions can inform pre-registration curricula and preceptorship programmes to support a positive transition to qualified practice.

Aims: To explore how NQNs from one English Higher Education Institute (HEI) perceived practice readiness and professional identity, on entry to the workforce.

Study Design: A qualitative exploratory research design.

Methods: An inductive semi-structured interview approach with a purposive sample of 20 NQNs. Data was collected within the first four months of qualified practice. Data analysis was completed using a thematic approach.

Results: Some NQNs continued to find transition to qualified practice difficult, with support being a key factor. Changes to personal habitus (Bourdieu, 1992) were affected by demographic and generational differences (HEE, 2015). Protection from the multifaceted workload of the qualified role led to anxiety and a lack of confidence in managing their responsibilities on qualification. Where workplace transition support was not available to NQNs, either through preceptorship programmes or more informal colleague support, NQNs could not align their habitus and expectations with the qualified role and were looking for alternative nursing employment.

Conclusions: Greater focus is needed within the pre-registration curriculum to develop students’ understanding of changing capital and habitus, with consideration of life experiences and generational needs. Structured opportunities to develop resilience and identify areas of challenge to habitus, will support students’ preparation for qualified practice. HEIs should liaise with clinical colleagues around individual student needs with development plans spanning theoretical and practice elements of the programme. These plans should inform bespoke preceptorship programmes developed through liaison between the HEI and the employer. Greater recognition of CPD and support needs of staff in the workplace, and increased managerial oversight of preceptorship provision, can enhance effective support for the NQN during their transition.

Item Type: Thesis (Doctoral)
Subjects: R Medicine > R Medicine (General)
Divisions: Faculty of Medicine and Health Sciences > School of Medicine
Contributors: Mallen, CD (Thesis advisor)
Depositing User: Lisa Bailey
Date Deposited: 23 Jun 2022 11:41
Last Modified: 23 Jun 2022 11:41

Actions (login required)

View Item
View Item