Guidance to encourage growth for nurses in the second year after graduation, who have difficulty standing on their own as perceived by practical instructors

Abstract

This study seeks to clarify the guidance needed to promote nurses' growth in their second year after graduation who find it difficult to act independently, as observed by practical instructors. Semi-structured interviews were conducted with 11 practical instructors who were experienced in teaching practicing second-year nurses who find it difficult to act independently. The data obtained were analyzed qualitatively and inductively. Results showed that growth-promoting guidance for practicing second-year nurses who find it difficult to act independently consisted of eight categories: [guidance through the understanding of others], [guidance to convey and be close to the desired figure], [guidance for conveying and approving small amounts of growth to the individual and surrounding people], [guidance leading to proactive learning], [guidance on the code of conduct that is required for nurses who must face the facts as they are], [guidance for assessing report content], [continuation of individual guidance by the same practical instructor], and [guidance for recognizing issues and providing guidance throughout the hospital ward]. These eight categories were broadly divided into the building of relationships with practicing second-year nurses who find it difficult to act independently, guidance on their responsibilities as nurses, and a support system for the entire hospital ward. These results highlight the need for individualized educational support plans and suggest the importance of developing an educational guidance system for practical instructors in hospital organizations that promotes the growth of practicing second-year nurses who find it difficult to act independently.