A novice nurse’s journey: Navigating encounters with the other

IF 3.3 3区医学 Q1 NURSING

Nurse Education in Practice Pub Date : 2025-03-01 DOI:10.1016/j.nepr.2025.104338

Yu-Lun Tsai , Jen-Jiuan Liaw , Chen-Xi Lin , Chiao-Hsuan Lin , Hui-Hsun Chiang , Hsiang-Yun Lan

{"title":"A novice nurse’s journey: Navigating encounters with the other","authors":"Yu-Lun Tsai , Jen-Jiuan Liaw , Chen-Xi Lin , Chiao-Hsuan Lin , Hui-Hsun Chiang , Hsiang-Yun Lan","doi":"10.1016/j.nepr.2025.104338","DOIUrl":null,"url":null,"abstract":"<div><h3>Aim</h3><div>This study explores the journey of novice nurses as they encounter the other, focusing on their early experiences in developing relationships with patients and others.</div></div><div><h3>Background</h3><div>The nurse-patient relationship is fundamental to nursing practice. The transition for novice nurses is often accompanied by significant stress and anxiety. Understanding novice nurses' perspectives in building ethical patient connections can help clinicians provide targeted support, enhancing novice nurses’ mental health and workplace retention.</div></div><div><h3>Design</h3><div>A qualitative descriptive study using phenomenological approach.</div></div><div><h3>Methods</h3><div>Seventeen nurses from six hospitals in Taiwan participated in individual, semi-structured interviews, with audio recorded for analysis. Transcriptions were analysed using Colaizzi’s phenomenological method.</div></div><div><h3>Results</h3><div>Three main themes emerged, reflecting the transition experience: self-immersion, self-transformation and self-the other reciprocity.</div></div><div><h3>Conclusions</h3><div>Findings underscore the importance of supportive interventions to promote ethical relationships and practical wisdom. These relationships contribute to novice nurses' professional growth, identity and commitment to compassionate caregiving, reinforcing the core values of the nursing profession.</div></div>","PeriodicalId":48715,"journal":{"name":"Nurse Education in Practice","volume":"84 ","pages":"Article 104338"},"PeriodicalIF":3.3000,"publicationDate":"2025-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Nurse Education in Practice","FirstCategoryId":"3","ListUrlMain":"https://www.sciencedirect.com/science/article/pii/S1471595325000940","RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"NURSING","Score":null,"Total":0}

引用次数: 0

Abstract

Aim

This study explores the journey of novice nurses as they encounter the other, focusing on their early experiences in developing relationships with patients and others.

Background

The nurse-patient relationship is fundamental to nursing practice. The transition for novice nurses is often accompanied by significant stress and anxiety. Understanding novice nurses' perspectives in building ethical patient connections can help clinicians provide targeted support, enhancing novice nurses’ mental health and workplace retention.

Design

A qualitative descriptive study using phenomenological approach.

Methods

Seventeen nurses from six hospitals in Taiwan participated in individual, semi-structured interviews, with audio recorded for analysis. Transcriptions were analysed using Colaizzi’s phenomenological method.

Results

Three main themes emerged, reflecting the transition experience: self-immersion, self-transformation and self-the other reciprocity.

Conclusions

Findings underscore the importance of supportive interventions to promote ethical relationships and practical wisdom. These relationships contribute to novice nurses' professional growth, identity and commitment to compassionate caregiving, reinforcing the core values of the nursing profession.

查看原文本刊更多论文

求助全文

约1分钟内获得全文求助全文

来源期刊

Nurse Education in Practice NURSING-

CiteScore

5.40

自引率

9.40%

发文量

180

审稿时长

51 days

期刊介绍： Nurse Education in Practice enables lecturers and practitioners to both share and disseminate evidence that demonstrates the actual practice of education as it is experienced in the realities of their respective work environments. It is supportive of new authors and will be at the forefront in publishing individual and collaborative papers that demonstrate the link between education and practice.