Using Duchscher's Theory of Transition Shock To Inform The Experience Of Newly Graduated Nurses In Qatar: A Qualitative Case Study.

This article was migrated. The article was marked as recommended. Background The transition experience of new graduate nurses (NGN) is a complex and stressful period of adjustment and adaptation. The transition period is often negative leading to job dissatisfaction and increased intent to leave. Literature concerned with transition experiences of NGNs in the Middle East is lacking, where the educational, healthcare and cultural context are dissimilar to those in the published literature. Aim To explore the transition experiences of Qatari NGNs to inform development of a formal transition to practice program at a specialty hospital. Methods A qualitative case study design was conducted to explore the professional role transition experiences of Qatari NGNs. Data was collected through the Casey-Fink Graduate Experience Survey, and an unstructured focus group. Results Qatari NGNs experienced challenges of professional role adaptation and feeling ill-prepared in terms of competency and job-readiness, resulting in self-doubt, frustration and fear. Desires to fit-in were negatively impacted by language, discrimination and lack of social support, and professional identity development. Conclusions Professional role transition of Qatari NGNs involves a complex interplay of intrapersonal, interpersonal, organizational and cultural factors. Experiences can be enhanced by accessible, nurturing, multi-level social support to facilitate socialization and improve clinical practice competency. Managing expectations by preparing students for transition and providing transitional support during their first year of practice will improve their experience. Duchscher's Theory of Transition Shock offers insights into the transition expereinces that can inform this support.