A case study of new nurses’ transition from education to rural practice in times of adversity
| dc.contributor.author | Herron, Rachel V. | |
| dc.contributor.author | Waddell-Henowitch, Candice | |
| dc.contributor.author | Smith, Nadine | |
| dc.contributor.author | Pylypowich, Ashley | |
| dc.contributor.author | Lawrence, Breanna C. | |
| dc.contributor.author | Pellerin, Shelby | |
| dc.date.accessioned | 2025-05-30T15:39:03Z | |
| dc.date.available | 2025-05-30T15:39:03Z | |
| dc.date.issued | 2024 | |
| dc.description.abstract | The transition of new nurses from training to employment in rural practice can be difficult in the best of times. The COVID-19 pandemic amplified challenges in supporting new nurses transitioning from education to employment. Drawing together Benner’s novice-to-expert model and the concept of human flourishing, this article reports on research that explored new nurses’ experiences transitioning from training to employment in rural nursing during the initial years of the COVID-19 pandemic, using case study methodology combining an online recruitment survey and in-depth semi-structured interviews. Participants identified a lack of on-the-job training and mentorship, feeling unprepared for the acuity of patients and concerns about patient safety, feeling unprepared for leadership roles, feeling unsupported by management, feeling fatigued and anxious, and a lack of optimism about the future of rural health care. On the positive side, participants reported valuing social connections and teamwork, gratitude from patients, and a sense of community, as well as increasing competency at work. Their stories and self-rated flourishing revealed both strengths and challenges in transitioning to practice in rural settings during times of adversity. This research can inform theories of nursing development as well as policies and practices that support new nurses to thrive in rural contexts. | |
| dc.description.reviewstatus | Reviewed | |
| dc.description.scholarlevel | Faculty | |
| dc.identifier.citation | Herron, R., Waddell-Henowitch, C., Smith, N., Pylypowich, A., Lawrence, B., & Pellerin, S. (2024). A case study of new nurses’ transition from education to rural practice in times of adversity. Creative Nursing, 31(1), 20-29. https://doi.org/10.1177/10784535241255398 | |
| dc.identifier.uri | https://doi.org/10.1177/10784535241255398 | |
| dc.identifier.uri | https://hdl.handle.net/1828/22320 | |
| dc.language.iso | en | |
| dc.publisher | Creative Nursing | |
| dc.rights | Attribution 4.0 International | en |
| dc.rights.uri | http://creativecommons.org/licenses/by/4.0/ | |
| dc.subject | rural | |
| dc.subject | new nurses | |
| dc.subject | nurse development | |
| dc.subject | flourishing | |
| dc.subject | mental health | |
| dc.title | A case study of new nurses’ transition from education to rural practice in times of adversity | |
| dc.type | Article |