Journal of Continuing Education in Nursing 

About: Journal of Continuing Education in Nursing is an academic journal published by Slack Incorporated (United States). The journal publishes majorly in the area(s): Nurse education & Health care. It has an ISSN identifier of 0022-0124. Over the lifetime, 3092 publications have been published receiving 41146 citations. The journal is also known as: The Journal of continuing education in nursing.

Becoming a Critically Reflective Teacher

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A process of becoming: the stages of new nursing graduate professional role transition.

Abstract: Newly graduated nurses are entering the work force and finding that they have neither the practice expertise nor the confidence to navigate what has become a high ly dynamic and intense clinical environment burdened by escalating levels of patient acuity and nursing workload. This research used qualitative methods to build on and mature aspects of the new nurse’s transition experience into acute care. The theory of transition presented in this article incorporates a journey of becoming where new nursing graduates progressed through the stages of doing, being, and knowing. The whole of this journey encompassed ordered processes that included anticipat ing, learning, performing, concealing, adjusting, question ing, revealing, separating, rediscovering, exploring, and engaging. although this journey was by no means linear or prescriptive nor always strictly progressive, it was evo lutionary and ultimately transformative for all participants. The intense and dynamic transition experience for these newly graduated nurses should inspire educational and ser vice institutions to provide preparatory education on transition as well as extended, sequential, and structured orientation and mentoring programs that bridge senior students’ expectations of professional work life with the reality of employment. J Contin Educ Nurs 2008;39(10):441-450.

Teaching cognitive rehearsal as a shield for lateral violence: an intervention for newly licensed nurses.

Abstract: BACKGROUND: Recent literature defines lateral violence as nurses covertly or overtly directing their dissatisfaction inward toward each other, toward themselves, and toward those less powerful than themselves. Newly licensed nurses are an identified group that is vulnerable to lateral violence during their socialization to nursing practice. The use of cognitive rehearsal, an applied cognitive-behavioral technique, was used as an intervention and the theoretical underpinning for this study. METHOD: Twenty-six newly licensed nurses hired by a large acute care tertiary hospital in Boston, Massachusetts, participated in an exploratory descriptive study. They were taught about lateral violence in nursing practice and the use of cognitive rehearsal techniques as a shield from the negative effects of lateral violence on learning and socialization. Small laminated cueing cards with written visual cues for the appropriate responses to the most common forms of lateral violence were provided. One year later, videotaped focus groups designed to collect qualitative data about the applied intervention were conducted. RESULTS: Twenty-six newly licensed nurses in three different focus groups were videotaped responding to six open-ended questions designed to elicit information on their experience with lateral violence, use of cognitive rehearsal as an intervention, and the overall socialization process. CONCLUSIONS: Knowledge of lateral violence in nursing appeared to allow newly licensed nurses to depersonalize it, thus allowing them to ask questions and continue to learn. The learned cognitive responses helped them confront the lateral violence offender. Confrontation was described as difficult but resulted in the resolution of the lateral violence behavior. Overall, the retention rate in this study population was positively affected. Language: en