Forward escaping: a grounded theory study of becoming a nurse in Saudi

Abstract

Background: The transition from student to registered nurse has been a concern for policymakers for many years. It has been associated with increased stress, job dissatisfaction and early attrition amongst newly qualified nurses. Despite multiple initiatives to resolve this longstanding concern (such as preceptorship and nursing residency programmes) this transition period remains a challenging time. The literature on role transition tends to focus on job extrinsic factors influencing the transition process, overlooking intrinsic factors such as job content. Thus, to date, there is a paucity of research on how newly qualified nurses manage role transition and what concerns them the most. Aim: To explore the transition experience of newly qualified nurses from school to practice. Study design: This study followed the principles of classic grounded theory. Data were collected through interviews and relevant documents. The sample consisted of 19 newly qualified nurses and 14 other key informants working collaboratively to facilitate the role transition process. Findings: Newly qualified nurses were mainly concerned about accepting their new role as “bedside” nurses, particularly due to the low social status traditionally ascribed to this role in Saudi culture. They attempted to resolve this concern through a strategy of Forward Escaping. Forward Escaping is a three-stage process: (1) temporarily acquiescing to bedside nursing; (2) reconciling work demands, personal aspirations and social expectations; and (3) persevering in the face of social and work pressures while concurrently developing an escape plan from their current role. Implications: Prospective student nurses need to be fully aware of their potential role in clinical practice. This would help students to make an informed career choice, minimising risks of career regrets and early attrition. A development of a standardised formal career framework for nurses could also help in improving role clarity and positively influence their job satisfaction.

Date of Award	22 Jul 2022
Original language	English
Awarding Institution	The University of Manchester
Supervisor	Hannah Cooke (Co Supervisor) & Steven Pryjmachuk (Main Supervisor)