Background: Entering a new job context can be traumatic for new employees, even more so if they are recent graduates facing their first work experience. Adequate training through specific programs for new hires integration constitutes one of the founding elements for achieving a good level of organizational socialization. In many young nurses, dissatisfactions arise especially in the first three years of practicing the profession, to an extent that they can change their career choice until the intention to leave it. It is therefore useful to investigate the mechanisms that come into play in the phenomenon of role change from student into nurse. Objective of the study: Investigating how nurses experienced the role transition from student into nurse and their integration in the job context. Materials and methods: A qualitative phenomenological study on the_experience of the professionals was conducted through a sampling of 15 nurses graduated at the Undergraduate Degree in Nursing – Learning Centre of Fermo of the Università Politecnica delle Marche from the Academic Year 2014/2015 with a professional experience of at least six months. The contents of the interviews, performed face to face by means of audio-recording, were determined by specific pre-established stimulus questions, satisfying the objective of the study. The same interviews were then analysed according to the Colaizzi method, extracting the most significant matters. Results: The analysis of the interviews showed that the assumption of responsibilities related to the role generates a state of anxiety and awareness is acquired after having gained direct experience in the field. The integration in the job context arouses different moods, such as apprehension, feeling of inadequacy, disappointment. The integration in the job context, new for the new employees, makes them feel lost, and for this reason a support is fundamental. To achieve professional autonomy and specific skills it is important to have time and experience. In addition, the difficulties faced in the role transition from student into nurse are the following: understanding the context, managing independently the responsibility for the "answers" to be given as a professional, managing the administration of therapy. However, the motivational drive remains high. Conclusions: The results produced by the research confirm what is reported in the literature on the topic. A well-structured tutoring eases new employee in the organizational socialization process, pivotal point of the integration; this binds positively to organizational (turnover and intention to leave) and professional (satisfaction) outcomes of new employee.
Background: L’entrata in un nuovo contesto lavorativo per un neoassunto può risultare un momento traumatico, a maggior ragione se quest’ultimo è un neolaureato che si trova ad affrontare la sua prima esperienza lavorativa. Un’adeguata formazione attraverso programmi specifici di inserimento dei neoassunti costituisce uno degli elementi fondanti per raggiungere un buon livello di socializzazione organizzativa. In molti giovani infermieri nascono delle insoddisfazioni, soprattutto nei primi tre anni di esercizio della professione, tali da far rivedere la propria scelta lavorativa fino all’intention to leave. È utile pertanto indagare i meccanismi che entrano in gioco nel fenomeno del cambiamento di ruolo da studente a infermiere. Obiettivo dello studio: Indagare il vissuto degli infermieri riguardo la transizione di ruolo da studente a infermiere e in relazione all’inserimento nei contesti lavorativi. Materiali e metodi: È stato condotto uno studio qualitativo fenomenologico sul vissuto dei professionisti attraverso un campionamento di 15 infermieri laureati presso il Corso di Laurea in Infermieristica – Polo Didattico di Fermo dell’Università Politecnica delle Marche dall’Anno Accademico 2014/2015 e che hanno maturato un’esperienza professionale di almeno sei mesi. I contenuti delle interviste, eseguite face to face mediante audio-registrazione, sono stati determinati da domande-stimolo specifiche precostituite, rispondenti all’obiettivo dello studio. Le stesse interviste sono state poi analizzate secondo il metodo Colaizzi, estrapolandone le tematiche più significative. Risultati: Dall’analisi delle interviste è emerso che l’assunzione delle responsabilità legate al ruolo generano uno stato d’ansia. L’inserimento nel contesto lavorativo suscita diversi stati d’animo come l’apprensione, la sensazione di inadeguatezza, la delusione. L’inserimento in un contesto lavorativo, nuovo per il neoassunto, genera la sensazione di “sentirsi spaesato” e per questo è fondamentale un percorso di affiancamento. Per raggiungere l’autonomia professionale e le competenze specifiche è importante avere tempo ed esperienza diretta sul campo. Inoltre, le difficoltà affrontate nella transizione di ruolo da studente a infermiere sono: capire il contesto, gestire in autonomia la responsabilità delle “risposte” da dare come professionista, gestire la somministrazione della terapia. Tuttavia, la spinta motivazionale rimane alta. Conclusioni: I risultati prodotti dalla ricerca confermano quanto riportato in letteratura sul tema trattato. Un percorso strutturato di affiancamento del neoassunto permette di agevolare il processo di socializzazione organizzativa, nodo cruciale del processo di inserimento; si lega positivamente a esiti organizzativi (turnover e intention to leave) e professionali (soddisfazione) del neoassunto.
La transizione di ruolo da studente a infermiere: studio qualitativo fenomenologico
SCARPONE, NOEMI
2018/2019
Abstract
Background: Entering a new job context can be traumatic for new employees, even more so if they are recent graduates facing their first work experience. Adequate training through specific programs for new hires integration constitutes one of the founding elements for achieving a good level of organizational socialization. In many young nurses, dissatisfactions arise especially in the first three years of practicing the profession, to an extent that they can change their career choice until the intention to leave it. It is therefore useful to investigate the mechanisms that come into play in the phenomenon of role change from student into nurse. Objective of the study: Investigating how nurses experienced the role transition from student into nurse and their integration in the job context. Materials and methods: A qualitative phenomenological study on the_experience of the professionals was conducted through a sampling of 15 nurses graduated at the Undergraduate Degree in Nursing – Learning Centre of Fermo of the Università Politecnica delle Marche from the Academic Year 2014/2015 with a professional experience of at least six months. The contents of the interviews, performed face to face by means of audio-recording, were determined by specific pre-established stimulus questions, satisfying the objective of the study. The same interviews were then analysed according to the Colaizzi method, extracting the most significant matters. Results: The analysis of the interviews showed that the assumption of responsibilities related to the role generates a state of anxiety and awareness is acquired after having gained direct experience in the field. The integration in the job context arouses different moods, such as apprehension, feeling of inadequacy, disappointment. The integration in the job context, new for the new employees, makes them feel lost, and for this reason a support is fundamental. To achieve professional autonomy and specific skills it is important to have time and experience. In addition, the difficulties faced in the role transition from student into nurse are the following: understanding the context, managing independently the responsibility for the "answers" to be given as a professional, managing the administration of therapy. However, the motivational drive remains high. Conclusions: The results produced by the research confirm what is reported in the literature on the topic. A well-structured tutoring eases new employee in the organizational socialization process, pivotal point of the integration; this binds positively to organizational (turnover and intention to leave) and professional (satisfaction) outcomes of new employee.File | Dimensione | Formato | |
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https://hdl.handle.net/20.500.12075/6338