New Graduate Nurses' Transition to Rural Emergency Practice: A Narrative Inquiry
Date
2025-03-21
Authors
Journal Title
Journal ISSN
Volume Title
Publisher
ORCID
0009-0009-6949-4655
Type
Thesis
Degree Level
Masters
Abstract
The ratio of Registered Nurses (RNs) to rural Canadians has declined over the past decade, resulting in an increased reliance on new graduate nurses (NGNs) in rural emergency departments (EDs). However, NGNs often enter the workforce unprepared for the acute and unpredictable nature of emergency care. The stress of transitioning to practice in such settings, combined with insufficient professional and emotional support, places NGNs at significant risk of job turnover. This perpetuates a cycle of nursing attrition, threatening rural Canadians’ access to quality healthcare. Despite the critical need for effective interventions to support NGNs in rural EDs, research on their experiences within this unique context is lacking.
The purpose of this study was to explore the experiences of NGNs transitioning to professional practice in rural EDs, to contribute to the insight needed for the development of supportive interventions. The specific aims were to facilitate a deeper understanding of NGNs’ transition experiences, to examine the influence of the rural emergency context on their growth, explore their main challenges, and identify their unique support needs. These aims were guided by an evolving research puzzle that asked: How do NGNs experience the transition to practice in rural EDs? How does the rural emergency context shape their transition? Where do these NGNs encounter stress and growth, and what sources of support do they draw upon?
Using narrative inquiry methodology, this study involved conversational interviews with three participants. Their stories of transition were co-created and analyzed for resonant threads, contextualized within NGN transition theory and existing literature on rural and emergency nursing. Four resonant threads were identified: (a) influential relationships, (b) learning on the job, (c) becoming a rural emergency nurse, and (d) developing confidence.
The findings of this study enhance understanding of NGNs’ transition experiences in rural EDs. Readers are encouraged to reflect on these findings in relation to their own practice environments, fostering insight into the unique factors shaping NGN transitions. This understanding can inform the development of tailored, resource-conscious interventions that support NGNs more effectively, ultimately improving retention and ensuring sustainable healthcare delivery in rural settings.
Description
Keywords
New Graduate Nurses, Novice Nurses, New Nurses, Rural Nursing, Emergency Nursing, Transition to Practice, Transition, Narrative Inquiry, Narrative
Citation
Degree
Master of Nursing (M.N.)
Department
Nursing
Program
Nursing