Transition shock in nursing students: A qualitative analysis.

BACKGROUND

Nursing students experience high levels of stress during their clinical practicum as they integrate and apply their theoretical knowledge in practice. Over time, sustained stress may contribute to the development of transition shock.

AIM: This study explores transition shock in senior nursing students.

DESIGN

This study used an interpretative descriptive design.

METHODS

Semi-structured interviews were conducted with 48 senior nursing students enrolled in a four-year Bachelor of Nursing program across three campuses of a small university in eastern Canada. Data were analyzed using thematic analysis.

RESULTS

Participants reported substantial stress and anxiety during their clinical practicum. The many challenging aspects of clinical rotations contributed to doubts about their career choice and the emergence of transition shock. Three themes were identified: 1) the turbulent nature of clinical practicums 2) experiencing transition shock and 3) working to live. Transition shock occurred when students witnessed the challenging working conditions of nurses and believed they would be unable to provide patient care within these environments.

CONCLUSION

Transition shock appears to be precipitated by high levels of stress during clinical practicum. This stress is multifaceted and contributes to a negative cycle characterized by lack of sleep and rumination. Addressing the underlying causes is essential as both the stress and transition shock may impair learning, reduce well-being and increase the risk of attrition among nursing students.