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The purpose of this paper is to investigate how the participants talk about their experiences as newly graduated nurses, managers and nursing colleagues in the context of “newcomers’ establishment in the profession” and to identify how they portray the healthcare organisation in their narratives.

A narrative approach is used to reveal and illustrate three perspectives on the topic “new-comers’ establishment”. In total, 14 interviews are conducted with 4 managers, 4 nursing colleagues and 6 newly graduated registered nurses. The focus of this study is how a healthcare organisation embraces and retains newly graduated registered nurses and how this is perceived.

The newcomers’ establishment is facilitated by an orientation programme and an orientation period, individual support provided by managers and colleagues, and the creation of trust to boost confidence in nursing situations. The organisation is portrayed as struggling with high workloads, nursing shortages, high levels of responsibility and showing concern and an interest in the newcomer. The parties criticise the university for not teaching the most basic knowledge, thereby revealing the existence of a theory-practice gap.

The research shows how building trust amongst the organisation’s members is essential for creating a satisfying workplace and the retention of newly graduated registered nurses. Empirical descriptions of newly graduated nurses, managers and nursing colleagues experiences of “newcomers establishment” are rare, which is why the description of such “establishment” in this research increases the value of the paper.

The purpose of this paper is to explore newly graduated nurses’ experiences of their preparation for psychiatric nursing practice in Malawi. Knowledge of how basic or undergraduate nursing training programs prepare nurses for mental health services will inform educators to maximize the teaching and learning processes. Students are a key stakeholder in professional training hence an understanding of their experiences of training programs is critical.

A qualitative exploratory study was undertaken. In total, 16 newly graduated nurses with six months work experience at three psychiatric hospitals in Malawi were purposively sampled and recruited into the study. One to one interviews which lasted almost 45 minutes were conducted. Data were analyzed using content analysis.

Findings show that training programs fall short in preparing students for psychiatric nursing practice. Participants reported little attention to the specialty as compared to other specialties by educators. Inadequate academic support during practice sessions was highlighted by the majority of participants.

The study needed to compare the findings with experiences of students who have been allocated to other nursing specialties.

Psychiatric nursing specialty remains the least preferred career choice for many nursing students. However, preservice nursing education programs are expected to socialize, motivate and prepare students for psychiatric practice as well. It is therefore critical to understand gaps that exist in student preparation for psychiatric nursing services in order to improve mental health training.

While transition programs are widely used to facilitate newly graduated nurses transition to healthcare settings, knowledge about preconditions for implementing such programs in the hospital context is scarce. The purpose of this study was to explore program coordinators’ perspectives on implementing a transition program for newly graduated nurses.

An explorative qualitative study using individual interviews. Total of 11 program coordinators at five acute care hospital administrations in a south-west region in Sweden. Data was subjected to thematic analysis, using NVivo software to promote coding.

The following two themes were identified from the analysis: Create a shared responsibility for introducing newly graduated nurses, and establish legitimacy of the program. The implementation process was found to be a matter of both educational content and anchoring work in the hospital organization. To clarify the what and why of implementing a transition program, where the nurses learning processes are prioritized, was foundational prerequisites for successful implementation.

This paper illustrates that implementing transition programs in contemporary hospital care context is a valuable but complex process that involves conflicting priorities. A program that is well integrated in the organization, in which responsibilities between different levels and roles in the hospital organization, aims and expectations on the program are clarified, is important to achieve the intentions of effective transition to practice. Joint actions need to be taken by healthcare policymakers, hospitals and ward managers, and educational institutions to support the implementation of transition programs as a long-term strategy for nurses entering hospital care.

The purpose of the paper is to contribute to an understanding of the relational work carried out in mentoring programmes and the implications for learning capabilities in future practices.

This study is based on field research of a mentoring programme bringing together senior and newly graduated workers in a large Swedish health care organisation. In total, 54 qualitative interviews with mentors, mentees, HR, managers and union representatives are included.

The findings point to the role of trust and a psychological sense of community in the socialisation work that goes on in relationships between the mentor and the mentee. This in turn leads to increased social capital in the form of learning and retaining workers. The conditions for being vulnerable and asking questions, as well as daring to be independent, are an essential and decisive part of constructing bonding within the professional group and bridging out to other professions and parts of the organisation.

The practical contribution from this study is the workplace conditions that are central to organising mentoring programmes, with implications for learning capabilities in future practices.

With its theoretical focus on social capital, the study shows the importance of relationships for learning and retaining both newly graduated and experienced employees in a context of high employee turnover. It is central to achieving strong and mutually beneficial relationships through continual and trustful interaction between actors. By using the concepts of social capital, socialisation agents and psychological sense of community, this study contributes to an understanding of mentoring and workplace learning.

The study aims were: (1) to replicate a previous study by the first author to confirm previous findings (internal validity) and to check construct validity of previously proposed information-behaviour profiles, (2) to compare the information processes used by students in parallel with requirements of early professional practice.

A replication study used the same questionnaire, delivered online to all 175 students across three years of a BSc adult nursing degree programme on one UK university campus. The survey included questions on information seeking processes, personality, approaches to learning and self-efficacy with information literacy. The literature review examined evidence around the transition from nursing student to practitioner and the Association for College and Research Libraries (ACRL) standards for nursing information literacy.

The response rate was 86/175 (49%). The result verified findings on the most frequent information processes and association between approach to learning and information literacy self-efficacy. The personality findings differed. Combining results for both studies helped confirm most of the information-behaviour profiles. Mapping the frequent information processes against requirements of practice indicated gaps, particularly around professional networking.

As both studies were carried out at one higher education campus, further research to assess external validity is required.

Information-behaviour profiles, plus the mapping, help librarians and tutors develop tailored information literacy support that is clinically relevant and support transition to practice.

Validated a set of information behaviour profiles for nursing students and linked these to the requirements of professional practice.

A key challenge facing pre‐registration nurse educators is to turn out students who are fit for practice by the end of their training (United Kingdom Central Council for Nursing, Midwifery and Health Visiting, 1999). This includes developing their understanding of professionalism (Department of Health, 2003; Nursing and Midwifery Council, 2004; 2007). This paper provides an evaluation of a special personal and professional development scheme for mental health student nurses implemented to improve the learning and development process. The scheme required that in addition to individual meetings with personal tutors, students would meet in small groups of 12‐15, every six weeks, facilitated by their personal tutor and a clinician. The meetings provided a space for students to discuss nursing topics, their clinical experiences and performance to improve their understanding of professional standards in their role transition.The outcome was that over 80% of the respondents were satisfied with the structure, facilitation methods, contents, group size and the time allocated for the meetings. They also reported an increase in knowledge and level of understanding, awareness of professional expectations, making better theory‐practice links of learning and becoming more self‐aware. The authors suggest that nurse training departments should collaborate with their clinical partners and adopt a similar framework to help bridge the theory‐practice gap and enhance the transition process from student to qualified practitioner.

Nurses' health is vital for retaining nurses in the profession. However, lack of study has examined how headaches and professional commitment interact to impact professional turnover intention. This study aims to examine the moderating effect of nurses' headaches on the relationship among professional commitment factors (affective professional commitment, continuance professional commitment and normative professional commitment) and nurses' professional turnover intention.

This study employed a two-wave design and questionnaires to survey 524 nurses from a large medical center in Taiwan during February and March 2017 (the first wave) and June and August 2017 (the second wave). Headaches were measured using descriptions formulated by the International Headache Society. Items measuring other constructs came from relevant literature. Regression analysis was used to assess relationships between the constructs.

All aspects of professional commitment are negatively related to professional turnover intention (B [CI] = −0.47 [−0.58, −0.36], −0.20 [−0.29, −0.11], −0.22 [−0.32, −0.12], p < 0.001). Headaches reduce the negative relation between affective professional commitment and professional turnover intention (B [CI] = 0.14 [0.02,0.27], p = 0.02).

Headaches could interfere with nurses' commitment to the nursing profession and influence nurses' intention to leave. Managers should seek means to help alleviate nurses' headaches.

This study is the first to examine how headaches and professional commitment interact to influence nurses' professional turnover intention.

Alcohol and other drug (AOD) use is common worldwide. There is a wide spectrum of AOD issues that pose a major threat to public health, safety and the wellbeing of communities, families and individuals. There is no doubt that nurses have primary roles in identifying, preventing and addressing AOD use issues in emergency departments and general hospital units, clinics, specialist mental health and drug and alcohol services, sexual health services, youth services and community settings where people seek health care and other assistance. Nurses have credibility and are trusted by communities for their ability to address many health issues, including AOD health problems. Despite the enormous economic burden associated with AOD use across the world, the nursing profession has yet to fully acknowledge and embrace this serious issue for nurses.

The purpose of this paper is to explore the perceptions of new nurses in Singapore of their experiences of role transition and to examine the implications for managers in terms of employee training, development and retention.

This qualitative study was conducted using a constructivist grounded theory approach. In total 26 novice nurses and five preceptors (n=31) from five different hospitals participated in the study. Data were collected from semi-structured interviews and reflective journal entries and analysed using the constant comparative method.

The findings revealed that novice nurses remained emotionally and physically challenged when experiencing role transition. Two major constructs appear to play an important part in the transition process; learning how to Fit in and aligning personal with professional and organisational identities. The findings highlight factors that facilitate or impede Fitting in and aligning these identities.

Although the concept of Fitting in and its relation to the attrition of novice nurses has been explored in global studies, that relationship has not yet been theorised as the dynamic alignment of multiple identities. Also, whilst most research around Fitting in, identity and retention has been conducted in western countries, little is known about these issues and their interrelationship in the context of Singapore. The study should inform decision making by healthcare organisations, nurse managers and nursing training institutions with respect to improving the transition experience of novice nurses.

The purpose of this article is to describe and analyze the occupational life cycle of Swedish real estate brokers.

Voluntary turnover among real estate brokers could lead to occupational turnover and/or employee turnover and has been described as problematic by both practitioners and researchers alike. Most previous studies focusing on this issue have explored connections between real estate brokers' personality, economic and market conditions and turnover. Employee turnover involves shifting jobs within the profession (real estate brokerage), whereas occupational turnover concerns movement to a job not related to the real estate brokerage profession. Both perspectives on turnover are however lacking data about the average time spent as a broker. This study fills this gap by exploring real estate brokers' life cycle through data analysis using a cohort study consisting of a sample of 5,304 real estate brokers registered and/or deregistered over a ten-year period from 2010 to 2019.

The analysis show that the decline is almost linear, resulting in 50% of the newly registered real estate brokers remain in the occupation eight years after registration. These findings are not in line with previous assumptions as the real estate brokers' life cycle is substantially longer. The results also reveal that there are differences in life cycles due to gender and year of registration.

The analysis of longitudinal, aggregated data on the life cycle of real estate brokers is highly relevant as it serves as a point of reference for future longitudinal studies analyzing the motives for leaving the occupation.