Transitioning to nursing practice in Lebanon

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dc.contributor.author Madi, Murielle
dc.contributor.author Clinton, Michael
dc.contributor.author Doumit, Myrna
dc.contributor.author Ezzeddine, Sawsan
dc.contributor.author Rizk, Ursula
dc.date.accessioned 2019-10-04T11:11:30Z
dc.date.available 2019-10-04T11:11:30Z
dc.date.copyright 2018 en_US
dc.date.issued 2019-10-04
dc.identifier.issn 1925-4059 en_US
dc.identifier.uri http://hdl.handle.net/10725/11375
dc.description.abstract The aim of this study was to identify the challenges graduates from three of Lebanon’s leading universities face as they transition from the role of student to first year registered nurse. Focus group discussions and one joint interview were conducted with 16 first year registered nurses transitioning to practice in university medical centers in Greater Beirut. Thematic analysis was used to summarize the challenges faced by the graduates. Initially, three descriptive themes were used to summarize the data: classroom learning, workplace realities, and “wanting a life”. Together the three themes indicted that classroom instruction of baccalaureate nursing students in Lebanon raises expectations for ideal practice that cannot be realized in clinical units with high workloads and nursing shortages. As a result, first year registered nurses are made to feel unwelcome unless they compromise their values and adapt quickly to the pace of work. The three initial themes were revised deductively from the perspective of ego-identity theory to explain the relationship between transitioning to nursing practice and identity formation in late adolescence and early adulthood. If the pressures of identity formation are not addressed, first year registered nurses in Lebanon will be at risk for acquiescing to task-centered practice, abandoning bedside care for administrative roles, or leaving nursing. The evidence for this conclusion will interest nursing faculty, hospital administrators, nurse leaders, registered nurses, physicians, and nursing students. en_US
dc.language.iso en en_US
dc.title Transitioning to nursing practice in Lebanon en_US
dc.type Article en_US
dc.description.version Published en_US
dc.title.subtitle challenges in professional, occupational and cultural identity formation en_US
dc.author.school SON en_US
dc.author.idnumber 201005174 en_US
dc.author.department N/A en_US
dc.description.embargo N/A en_US
dc.relation.journal Journal of Nursing Education and Practice en_US
dc.journal.volume 8 en_US
dc.journal.issue 6 en_US
dc.article.pages 38-47 en_US
dc.identifier.doi https://doi.org/10.5430/jnep.v8n6p38 en_US
dc.identifier.ctation Madi, M., Clinton, M., Doumit, M., Ezzeddine, S., & Rizk, U. (2018). Transitioning to nursing practice in Lebanon: Challenges in professional, occupational and cultural identity formation. Journal of Nursing Education and Practice, 8(6). en_US
dc.author.email myrna.doumit@lau.edu.lb en_US
dc.identifier.tou http://libraries.lau.edu.lb/research/laur/terms-of-use/articles.php en_US
dc.identifier.url https://pdfs.semanticscholar.org/6e80/cbfdb7818ca68baf68ea3d8d3b77caac406e.pdf en_US
dc.author.affiliation Lebanese American University en_US

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