Canadian Baccalaureate Nurses Transition to the Local Health Care Environment in Qatar

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atmire.migration.oldid4117
dc.contributor.advisorScott, Shelleyann
dc.contributor.advisorScott, Donald
dc.contributor.authorClark, Sheila
dc.contributor.committeememberKawalilak, Colleen
dc.contributor.committeememberLamb, Maryanne
dc.contributor.committeememberGoldsworthy, Sandra
dc.contributor.committeememberDonald, Scott
dc.date.accessioned2016-01-29T16:19:10Z
dc.date.available2016-01-29T16:19:10Z
dc.date.issued2016-01-29
dc.date.submitted2016en
dc.description.abstractNew graduate nurses are faced with numerous challenges when they enter the health care environment after completing their degrees in nursing. This study explored the challenges faced by Canadian degree nurses educated at the Canadian University’s Qatar campus. Four key conceptual areas—professionalism in nursing, transition from student to working nurse, adult education in nursing, and the theory–practice gap in nursing—were deemed to have an impact on the transition experience of graduate nurses into the local health care environment in Qatar. This study employed a mixed-methods approach and was based on Creswell’s (2009) Concurrent Embedded Design, which is characterized by the collection of both qualitative and quantitative data simultaneously. There were two main clusters of participants. The graduates from 2010 and 2011, designated as Cohort One, were all full-time students who had diplomas in nursing prior to entering university. The second group, designated Cohort Two, included the graduates from 2012 and 2013, and was composed of full- and part-time post-diploma nurses returning to work, as well as full-time four-year degree graduates who were entering the workforce for the first time. Findings indicated that the transition period whereby graduate nurses entered the local health care environment was fraught with multiple challenges. Findings suggested not only that the transition from student to working nurse is challenging in general, but also that Qatar’s unique multicultural health care environment specifically led to exceptionally challenging experiences for graduate nurses. Two new models—The Pearls of Wisdom Induction Model, which is specific to Qatar, and The Pearls of Wisdom Expanded Nursing Orientation Model, which is more generic and applicable to health care organizations anywhere in the world—were developed as a direct result of the findings from this study. These two models emerged as a possible means to address the challenges faced by new graduate nurses.en_US
dc.identifier.citationClark, S. (2016). Canadian Baccalaureate Nurses Transition to the Local Health Care Environment in Qatar (Doctoral thesis, University of Calgary, Calgary, Canada). Retrieved from https://prism.ucalgary.ca. doi:10.11575/PRISM/25197en_US
dc.identifier.doihttp://dx.doi.org/10.11575/PRISM/25197
dc.identifier.urihttp://hdl.handle.net/11023/2791
dc.language.isoeng
dc.publisher.facultyGraduate Studies
dc.publisher.institutionUniversity of Calgaryen
dc.publisher.placeCalgaryen
dc.rightsUniversity of Calgary graduate students retain copyright ownership and moral rights for their thesis. You may use this material in any way that is permitted by the Copyright Act or through licensing that has been assigned to the document. For uses that are not allowable under copyright legislation or licensing, you are required to seek permission.
dc.subjectEducation--Adult and Continuing
dc.subject.classificationNursing Transition, Professionalism in Nursing, Theory-Practice Gap in Nursing, Adult Education in Nursing,en_US
dc.titleCanadian Baccalaureate Nurses Transition to the Local Health Care Environment in Qatar
dc.typedoctoral thesis
thesis.degree.disciplineEducational Research
thesis.degree.grantorUniversity of Calgary
thesis.degree.nameDoctor of Education (EdD)
ucalgary.item.requestcopytrue
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