Becoming a Registered Nurse through exiting has multiple challenges. Consequently, it is essential to understand the barriers to becoming an RN and how to overcome them. Therefore, this paper will examine the issues, challenges, and problems of becoming a Registered Nurse (RN).
Bakker, Ellen J.M., et al. “Late Dropout from Nursing Education: An Interview Study of Nursing Students’ Experiences and Reasons.” Nurse Education in Practice, vol. 39, 2019, pp. 17–25. https://doi.org/10.1016/j.nepr.2019.07.005.
This article’s primary focus is nursing students’ experiences that prompt their dropout at the later stages of the program. It achieves this objective through a semi-structured interview with former nursing students who dropped out in the third year of their degree program. Typically, this is among the main reasons for the shortage of registered nurses in the country. If the majority drop out, there need to be additional numbers are necessary to make it to the registered nurses level. The author overrules academic difficulties but blames negative experiences for the phenomena. Using thematic analysis to assess the accuracy of the data is among the greatest strengths of this study because the model is characterized by minimal error. Categorizing the sample population using the rationale of the learning environment and psychological support equally adds to the study’s strength. Additionally, the lead author, Baller, is a public and occupational health expert, affirming her authority in this field, hence the authenticity of this study.
Cai, Zhongxiang, et al. “Nurses Endured High Risks of Psychological Problems under the Epidemic of Covid-19 in a Longitudinal Study in Wuhan China.” Journal of Psychiatric Research, vol. 131, 2020, pp. 132–137. https://doi.org/10.1016/j.jpsychires.2020.09.007.
COVID-19 had a critical psychological impact on nurses. Against this backdrop, during the event, this study examines the scope of psychological status and the emerging risk factors among nurses in Wuhan, China. The authors use a questionnaire to gather information from nurses at the Renmin Hospital of Wuhan University. Its division of the questionnaire issuance periods into outbreak periods and stable periods are its leading strength and informs the rationale for its inclusion in this study. It shows the differences in nurse satisfaction and dropout trends to justify whether adverse experiences lead to a potential change in career or resignations among nurses. The authors conclude that anxiety, insomnia, and depression that characterized the nursing practice during the pandemic contributed to the resignations and drop in nurses during the stable period. These assumptions are essential to this study because they confirm that adverse workplace experiences are among the leading barriers to becoming a registered nurse.
Karlsson, Ann‐Christin, et al. “Registered Nurses’ Perspectives of Work Satisfaction, Patient Safety and Intention to Stay – a Double‐Edged Sword.” Journal of Nursing Management, vol. 27, no. 7, 2019, pp. 1359–1365. https://doi.org/10.1111/jonm.12816.
Nurse turnover is the primary concern of the authors of this article. They blame the work turnover for the upsurge in nurses who either change careers or drop out of nursing institutions, further creating the nurse shortage that characterizes the health sector globally. It concludes that although nursing is a positive challenge, work overload threatens patient safety and job satisfaction. Typically, these are the main elements that define the nursing profession, hence the importance of this study. Its recommendations also offer solutions to support arguments on the mitigation measures for the challenges of becoming a registered nurse. It holds that nurse leadership enhances the registered nurses’ intentions to stay through appreciation, competence development, provision of better work environments, and professional career development. The lead author Ann-Christin is a professor in the Department of public health and caring services at Uppsala University Sweden, implying she has a deeper understanding of the problem, hence the choice of this article for the study.
Nyhan, Theresa, and Frances Howlin. “From Registered Nurse to Nursing Student – Exploring Registered Nurses’ Transition to Nursing Student during a Post-Registration Children’s Nurse Programme: A Qualitative Descriptive Research Study.” Nurse Education Today, vol. 105, 2021, p. 105046. https://doi.org/10.1016/j.nedt.2021.105046.
In ascertaining exploring the experiences of registered nurses transitioning nursing students during the Post-registration Children’s Nurse academic programs, the authors identify the aspects that challenged and that enhanced successful transition. Conducting the research at a teaching children’s hospital is one of the most significant strengths of this study because it is an appropriate setting. Equally, the choice of participants, the registered nurses who had undergone training within the past six months, is similarly relevant since the experiences are still fresh in their minds. It concluded that the primary contributors to successful transitioning are feelings about returning to student status, support during transition, and understanding of the place and differences among disciplines. These elements are crucial to this research because these factors can promote the process of becoming a registered nurse; their absence can equally impede the process.
Smith, Janet Helena, and Linda Sweet. “Becoming a Nurse Preceptor, the Challenges and Rewards of Novice Registered Nurses in High Acuity Hospital Environments.” Nurse Education in Practice, vol. 36, 2019, pp. 101–107. https://doi.org/10.1016/j.nepr.2019.03.001.
The study examines the novice nurse experiences and perspectives of undergraduate nursing learners in higher acuity nursing hospital settings. Rewards through presenting is an increasingly popular practice, but its impact is scanty in research, hence the importance of this study. In this study, preceptor satisfaction, promotion, and self-development are among the primary rewards that enhance becoming a registered nurse. These elements are crucial to understanding the extent to which nursing students aiming at becoming registered to consider them as motivators, further affirming the relevance of this article to the research. In conclusion, the authors hold that precepting enhances the self-development of nurses, it is challenging but rewarding, and it is an expectation. The study’s authors are professionals within the healthcare sector with several other writings in their names, hence the authenticity of their findings and the rationale for its inclusion in this research.
White, Elizabeth M., et al. “Nursing Home Work Environment, Care Quality, Registered Nurse Burnout, and Job Dissatisfaction.” Geriatric Nursing, vol. 41, no. 2, 2020, pp. 158–164. https://doi.org/10.1016/j.gerinurse.2019.08.007.
The article explores the relationship between the work environment and Registered nurse burnout, quality of care, and job satisfaction. It concludes that nursing homes with better work environments lower pressure ulcer rates, antiseptic drug dependence, hospitalizations, burnouts, and dissatisfaction among registered nurses. Using the National Quality Forum-endorsed measure to analyze these relationships is its main strength because of the accuracy of the approach. Further, it has a broader scope that can cover more variables revealing additional underlying contributors to the phenomenon, which could have otherwise been research gaps, justifying its inclusion. While some of these factors are obvious, further discussions hypothesize they affirm the importance of resilience to becoming a registered nurse. In addition, becoming a registered nurse requires a focus on patient outcomes over personal interest, which sometimes necessitate longer than usual working hours. The study supports these arguments, proving its relevance to the research and further affirming the reason for its inclusion.
Conclusion
In conclusion, these articles cite various challenges, issues, and problems of becoming a Registered Nurse. Nonetheless, those that suffice include burnout, adverse work environment, and inadequate support during the transition. The lack of rewards also appears significant among these factors.
Works Cited
Bakker, Ellen J.M., et al. “Late Dropout from Nursing Education: An Interview Study of Nursing Students’ Experiences and Reasons.” Nurse Education in Practice, vol. 39, 2019, pp. 17–25. https://doi.org/10.1016/j.nepr.2019.07.005.
Cai, Zhongxiang, et al. “Nurses Endured High Risks of Psychological Problems under the Epidemic of Covid-19 in a Longitudinal Study in Wuhan China.” Journal of Psychiatric Research, vol. 131, 2020, pp. 132–137. https://doi.org/10.1016/j.jpsychires.2020.09.007.
Karlsson, Ann‐Christin, et al. “Registered Nurses’ Perspectives of Work Satisfaction, Patient Safety and Intention to Stay – a Double‐Edged Sword.” Journal of Nursing Management, vol. 27, no. 7, 2019, pp. 1359–1365. https://doi.org/10.1111/jonm.12816.
Nyhan, Theresa, and Frances Howlin. “From Registered Nurse to Nursing Student – Exploring Registered Nurses’ Transition to Nursing Student during a Post-Registration Children’s Nurse Programme: A Qualitative Descriptive Research Study.” Nurse Education Today, vol. 105, 2021, p. 105046. https://doi.org/10.1016/j.nedt.2021.105046.
Smith, Janet Helena, and Linda Sweet. “Becoming a Nurse Preceptor, the Challenges and Rewards of Novice Registered Nurses in High Acuity Hospital Environments.” Nurse Education in Practice, vol. 36, 2019, pp. 101–107. https://doi.org/10.1016/j.nepr.2019.03.001.
White, Elizabeth M., et al. “Nursing Home Work Environment, Care Quality, Registered Nurse Burnout, and Job Dissatisfaction.” Geriatric Nursing, vol. 41, no. 2, 2020, pp. 158–164. https://doi.org/10.1016/j.gerinurse.2019.08.007.
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