From student to practitioner : a grounded theory exploration of transition to practice of newly qualified mental health nurses in Malta

Abstract

It is widely acknowledged that there is a paucity of research regarding transition to practice in mental health nursing, especially in the local setting. The present study sought to explore the process of transition to practice in mental health nursing in relation to the participants' views and experiences as well as, to explore coping and adaptation strategies adopted during the process of transition. To achieve these objectives, a grounded theory approach was used in order to explore meaning, patterns, social interactions and structures pertaining to the process of transition to practice. All seven participants were newly qualified mental health nurses who had completed a three year direct entry programme. They were all recruited in acute inpatient settings about six months prior to data collection within one state owned psychiatric hospital. The methods in this study involved concurrent data collection (mainly through face to face interviews) and analysis through the use of constant comparative method, coding, theoretical sampling and memo writing. Various categories/concepts emerged regarding the process of transition. These included time, recruitment, student role, new role, and profession, mental health nursing practice, use of self, fitting-in, expectations, knowledge, clinical structure, social life and settling down. Amongst these the concept of time emerged as the core concept underlying transition and a tentative substantive theory was put forward. Findings indicated a complex interplay between different elements of the process of transition as participants were engaged in coping with the changes occurring within themselves also in relation to their new realities and circumstances. Findings also identified several factors which enhanced or hindered this process.