Role Shock In Nursing

When a newly qualified nurse finds it difficult to adjust to their new role, they may suffer from overwhelming anxiety and stress. This transition period is known as “role shock”, which is often referred to as “transition shock” (Clipper, & Cherry, 2015). This time in a nurse’s career is a sudden reality change from what they may have expected from their new role. Graduates find themselves suddenly with higher numbers of patients, increased acuity of patients, daily struggles with staff shortages and feelings of having no support in the workplace (Phillips, Kenny, Esterman, & Smith, 2014).

This role shock creates a lack of confidence in graduate nurses, causing self-doubt especially with medication administration. Graduate nurses suddenly
To prevent this from happening, new graduates need to seek adequate support and encouragement, to improve job satisfaction and career opportunities. Encouragement and support can be in the form of positive feedback, which can provide self-confidence and reduce stress levels in new graduates (Parker, Giles, Lantry, & McMillan, 2014).

During my transition year it is important as a nurse to stay emotionally and physically well (Reed, 2014). Two self-care strategies I will employ will include debriefing with my educator or preceptor to stay emotionally well and, to eat well and exercise more to improve my physical health.

Debriefing is the opportunity for a nurse to reflection events that have occurred, to air concerns and receive feedback and encouragement from a preceptor (Ashton, 2015). Debrief should provide structured supportive environment where nurses can feel safe to express their feelings to reduce the risk of psychological harm due to highly stressful situations (McCorkle, 2016). Talking with other team members will also assist to manage emotions and reduce workplace stress and anxiety (Luff, Martin, Mills, Mazzola, Bell, & Meyer,