Introduction
Nursing is a field and career subjected to occasional and abrupt changes because of extensive research supported by cutting-edge technology to provide more efficient and effective health services. Therefore, nurse practitioners adopt a continuous learning strategy to stay updated on the latest developments in their industry. However, transitioning from being a student nurse to securing a position in a medical institution is a milestone accompanied by several challenges. Many nurses discover that applying theoretical concepts differs from studying them in class, making it hard to settle in during the first few weeks or months. Stress and burnout among transitioning nurses are common problems in medical institutions, especially during peak seasons when there is an influx of patients. Thus, informing students of what to expect and empowering them to deal with the implications of stress and burnout can assist medical institutions in avoiding adverse outcomes like errors, conflicts, turnover, diminished morale, and mistrust.
The Impact of Stress and Burnout on Transitioning Students and Health Institutions
Stress and burnout are correlated factors that negatively affect health institutions because they interfere with the task force and their efficiency in delivering on tasks. Stress and burnout rob individuals of their comfort and focus (Wakefield, 2018). Therefore, in high-pressure institutions such as medical organizations, these components can lead to medical errors, tension, conflicts, ineffective communication, and misdiagnosis (Lloyd, 2023). Subsequently, the implications of these adversities can result in reduced job satisfaction among other staff members, increased workloads, disrupted workflows, and turnover. Stress and burnout can exasperate the manifestation of mental issues such as depression and anxiety (Wakefield, 2018). Thus, it can affect transitioning nurses’ careers by diminishing their morale toward service. Therefore, officials in authoritative positions should consider these adversities and act against stress and burnout.
Stress and burnout are detrimental to medical institutions because it reduces the quality of service offered and might result in defamation. Issues such as medical errors, giving out wrong medication or prescriptions, neglecting patients’ critical needs, and misdiagnoses can diminish trust in the medical institution and health service systems (Lloyd, 2023). Thus, these implications may affect the general population and reverse public health developments. Additionally, such issues can raise legal concerns and lead to court cases because of nurses’ negligence. Moreover, regulatory bodies might be forced to withdraw practitioners’ licenses or halt the services provided by a particular institution in critical cases (Rainbow & Steege, 2019). Therefore, the breadth of negative implications on staff and medical organizations makes it necessary to investigate the factors associated with stress and burnout during RN transition and implement practical strategies.
The Factors that Contribute to Stress and Burnout during the Transition Period
Several factors contribute to stress and burnout during RNs’ transition period, most of which are not within their control. These components are categorized into personal, organizational, and environmental factors. Personal factors refer to characteristics that set people apart, including self-confidence, communication skills, resilience, motivation, values, emotional intelligence, self-efficacy, and learning styles (Rainbow & Steege, 2019). For example, students who are more resilient, motivated, emotionally intelligent, and confident in their deliverability are better positioned to tackle issues associated with student-to-RN transitions. However, individuals lacking skills in some of these areas might experience difficulties in following up and relating. As a result, they will feel stressed and go through burnout if they do not find solutions to accommodate changes.
Organizational factors are elements of the institution that influence how people within it behave. Some organizational factors that affect stress and burnout for students transitioning to the nursing practice include workplace culture, staffing and workload, availability of resources, teamwork and collaboration, orientation quality, and onboarding training programs (Wakefield, 2018). For example, student nurses transitioning into a supportive organization with a culture of open communication, integrity, and collaboration feels valued and motivated. However, students joining an organization with limited resources, ineffective communication and feedback mechanisms, and staffing issues might feel overwhelmed, stressed, and incapable of handling their job responsibilities. Therefore, organizational factors play a principal role in the manifestation of stress and burnout in students beginning their careers as RNs.
Environmental factors that correlate to stress and burnout during the transition period refer to the immediate circumstances or situations that determine the quality of nursing duties. Issues can arise from the nature of the physical environment, geographical location, patient population, levels of technology, policies, and regulations, and societal factors (Rainbow & Steege, 2019). For example, an area’s temperature, cleanliness, noise levels, and the number of patients served can affect the transition period because students should be focused and ready to adapt to their new environments. Similarly, government policies and location can affect work efficiencies and students’ ability to transition (Wakefield, 2018). RNs working in rural areas lack resources compared to those in urban institutions and might occasionally be forced to deal with broken systems and outdated technology. Thus, these factors are critical to a student’s readiness to join a particular task force.
Evidence-based Solutions to Coping with Stress and Burnout during Transition
Research-based solutions are grounded in empirical data and offer the most effective techniques for dealing with issues. Scientific research is applicable in different organizations because it is replicable, practical, realistic, and promises to achieve results (Turkal et al., 2018). On that note, some tested and proven methods to combat stress and burnout when transitioning include providing support and mentorship, promoting self-care and creating awareness of effective coping mechanisms, education and training, and promoting organizational policies that support a healthy working environment (Rainbow & Steege, 2019). These initiatives can assist officials in planning for and dealing with stress and burnout whenever they recruit student nurses.
Mentorship programs effectively prevent stress and burnout in transitioning RNs by guiding them on what is expected and how to deliver. Wakefield (2018) suggests that mentorship promises the best results because mentors provide practical advice, adaptable guidelines, and emotional support when required. Additionally, mentors foster positive relationships with trainees, thus providing them with a shoulder to lean on when times are rough (Lloyd, 2023). Therefore, mentors can assist transitioning nurses in settling into their roles and carrying out responsibilities per the institution’s guidelines.
Promoting self-care also promises significant results as it equips transitioning RNs with the ability to handle diverse issues and adapt. Qualities such as good sleep, healthy eating, and medical check-ups can assist these students in maintaining optimum functioning and well-being (Turkal et al., 2018). Self-help involves applying evidence-based coping strategies to prioritize physical and mental well-being. Therefore, transitioning nurses can receive training in mindfulness techniques for stress reduction, breathing and relaxation practices, and yoga to burn off work-related tension.
Education, comprehensive orientation, and training on what is required can help students transitioning into nursing to learn various application techniques and familiarize themselves with operations within the institution. Intensive training and education will encourage the newly recruited nurses to leverage the advantages of teamwork, collaboration, and effective communication when delivering on their duties (Wakefield, 2018). Additionally, learning new skills while on the job is central to coping with institutional demands and providing high-quality care to patients. Training and education programs should incorporate the knowledge and skills to manage stress, relate to patients, and work with others. Finally, it is advisable to implement organizational policies that facilitate open communication and a healthy work environment (Lloyd, 2023). Staff working in hospital environments experience high pressure and are exposed to stress factors that might overwhelm them. Therefore, prioritizing the welfare of employees and nurse recruits by ensuring adequate staffing, access to resources, and a supportive leadership structure can help alleviate some of their issues. Regardless, it is advisable to implement these solutions throughout the organization to ensure that experienced and inexperienced nurses thrive in the existing conditions.
Previous Attempts to Resolve the Issue and Degree of Success
Stakeholders in nursing education and medical institutions have made several previous attempts to resolve stress and burnout issues during students’ transition to their jobs. The methods applied in most organizations include pre-training, orientation before starting on duties, and attaching recruits to mentors to guide them for a specified period (Turkal et al., 2018). However, mentorship works best with transitioning RNs because it allows them to learn and practice simultaneously, thus enhancing their understanding and skills. Pre-training and orientation involve allowing the recruits to familiarize themselves with their work environment while observing professionals and learning the required concepts.
On the other hand, mentorship refers to guidance provided by a more experienced individual known as a mentor. A mentor works closely with a recruit and supervises their work. While pre-training does not involve hands-on engagement, mentorship allows recruits to interact with their duties and reinforce their understanding of knowledge application (Lloyd, 2023). In addition, it enables them to familiarize themselves with organizational cultures and individual values. Therefore, mentorship is more effective than other attempts to deal with stress and burnout because it enables learning and gradually accommodating changes in their environment.
Conclusion
Stress and burnout are common issues in modern medical institutions because of the high pressure associated with increased demand for quality care. However, students transitioning into their nursing careers experience higher levels of stress and burnout than other staff members because of abrupt changes in their environment and obligations. Stress and burnout are destructive to individuals, staff members, and institutions because they result in inefficiencies, poor quality service delivery, medical errors, and distrust in institutions. Factors contributing to stress and burnout are categorized into personal, organizational, and environmental components. Nevertheless, research shows that support and mentorship, education and training, orientation, and policies that promote a healthy working environment can alleviate recruits’ stress and burnout. Previous attempts focused on pre-training, orientation, and mentorship. Mentorship has higher success levels because it allows students to engage with duties while learning. Overall, it is critical to adopt the latest evidence-based methods to avoid stress and burnout and equip students with skills on coping strategies because of their negative implications on service quality and delivery.
References
Lloyd, J. (2023). Student to RN–Our future. Australian Nursing and Midwifery Journal, 27(10), 14-14. Web.
Rainbow, J. G., & Steege, L. M. (2019). Transition to practice experiences of first‐and second‐career nurses: A mixed‐methods study. Journal of clinical nursing, 28(7-8), 1193–1204. Web.
Turkal, M., Richardson, L. G., Cline, T., & Guimond, M. E. (2018). The effect of a mindfulness-based stress reduction intervention on the perceived stress and burnout of RN students completing a doctor of nursing practice degree. Journal of Nursing Education and Practice, 8(10), 58. Web.
Wakefield, E. (2018). Is your graduate nurse suffering from transition shock? Journal of Perioperative Nursing, 31(1), 47-50. Web.