New nursing graduates’ relationships with experienced nurses in practice: an integrative literature review

Abstract

New nurses entering practice for the first time are faced with adjusting quickly to the requirements of the workplace. Support during this period of adjustment is essential. To obtain support new nurses must form interpersonal relationships with their experienced peers. This integrative literature review follows the guidelines set out by Whittemore and Knafl (2005) and examines how intraprofessional relationships with experienced nurses influence new nursing graduates’ transition into practice. A total of 15 research articles focusing on new nursing graduates were chosen for this integrative review. Qualitative studies were evaluated using an adaptation of Ryan, Coughlan, and Cronin’s (2007) critique and quantitative studies were critiqued using Coughlan, Cronin, and Ryan’s (2007) framework. The findings are presented in three themes: weaving into the fabric, navigating the landscape, and playing the game. Peplau’s Theory of Interpersonal Relations was used to inform the discussion. The findings are significant to Advance Practice Nursing (APN) in both academic and clinical settings. Nursing students need assistance to improve their interpersonal skills and increase self-awareness. Nurse educators should use teaching strategies that help nursing students feel empowered. In the clinical setting nurse educators should create strategies which build an esprit-de-corps between nurses, assist with teambuilding, and improve nurse-to-nurse communication. Recommendations for future research include how intraprofessional relationships between new nurses and experienced nurses in community settings influence new nurses transition into practice; how gender influences new nurses and experienced nurses relationships during role transition; and finally how intraprofessional relationships between different category of nurse [RN or RPN] may influence new nurse role transition.