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

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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.

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新手护士的旅程：与他人的相遇

目的本研究探讨了新手护士在遇到他人时的经历，重点关注他们与患者和他人建立关系的早期经历。护患关系是护理实践的基础。新手护士的过渡往往伴随着显著的压力和焦虑。了解新手护士在建立道德病人联系方面的观点可以帮助临床医生提供有针对性的支持，增强新手护士的心理健康和工作场所保留。设计采用现象学方法进行定性描述性研究。方法对台湾省6所医院的17名护士进行半结构化访谈，并录音进行分析。用Colaizzi的现象学方法对抄本进行分析。结果表现出三个主题：自我沉浸、自我转化和自我-他人互惠。结论：研究结果强调了支持性干预对促进伦理关系和实践智慧的重要性。这些关系有助于新手护士的专业成长，认同和承诺富有同情心的护理，加强护理专业的核心价值。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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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.