Exploring the factors that affect the transition from student to health professional: an Integrative review

Abstract Background The nature of a new health professional’s transition from student to health professional is a significant determinant of the ease or difficulty of the journey to professional competence. The integrative review will explore the extent of literature on the factors that impact the t...

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Autores principales:	Eric Nkansah Opoku, Lee-Ann Jacobs-Nzuzi Khuabi, Lana Van Niekerk
Formato:	article
Lenguaje:	EN
Publicado:	BMC 2021
Materias:	Role transition Clinical practice New clinicians Professional competence Novice professionals Professional practice Special aspects of education LC8-6691 Medicine R
Acceso en línea:	https://doaj.org/article/1b1d8f02e4594a6c86473c6c96ec5648
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spelling	oai:doaj.org-article:1b1d8f02e4594a6c86473c6c96ec56482021-11-08T11:17:32ZExploring the factors that affect the transition from student to health professional: an Integrative review10.1186/s12909-021-02978-01472-6920https://doaj.org/article/1b1d8f02e4594a6c86473c6c96ec56482021-11-01T00:00:00Zhttps://doi.org/10.1186/s12909-021-02978-0https://doaj.org/toc/1472-6920Abstract Background The nature of a new health professional’s transition from student to health professional is a significant determinant of the ease or difficulty of the journey to professional competence. The integrative review will explore the extent of literature on the factors that impact the transition of new health professionals into practice, identify possible gaps and synthesise findings which will inform further research. The aim was to identify research conducted in the last two decades on the barriers, facilitators and coping strategies employed by new health professionals during their transition into practice. Methods Whittemore and Knafl’s methodological framework for conducting integrative reviews was used to guide this review. Sources between 1999 and 2019 were gathered using EBSCOhost (including CINAHL, Medline, Academic Search Premier, Health Science: Nursing and Academic Edition), PubMed, Scopus, Cochrane and Web of Science, as well as hand searching and follow-up of bibliographies followed. The Covidence platform was used to manage the project. All studies were screened against a predetermined selection criteria. Relevant data was extracted from included sources and analysed using thematic analysis approach. Results Of the 562 studies identified, relevant data was extracted from 24 studies that met the inclusion criteria, and analysed to form this review. Thematic analysis approach was used to categorise the findings into theme areas. Four overarching themes emerged namely: systems and structures, personal capacities, professional competence and mediating processes. Each theme revealed the barriers, facilitators and coping strategies of transition into practice among new health graduates. Conclusion The transition into practice for new health practitioners has been described as complex and a period of great stress. Increasing clinical and practical experiences during education are required to support new health professionals in the process of closing the gap between learning and practice. Continued professional development activities should be readily available and attendance of these encouraged.Eric Nkansah OpokuLee-Ann Jacobs-Nzuzi KhuabiLana Van NiekerkBMCarticleRole transitionClinical practiceNew cliniciansProfessional competenceNovice professionalsProfessional practiceSpecial aspects of educationLC8-6691MedicineRENBMC Medical Education, Vol 21, Iss 1, Pp 1-12 (2021)
institution	DOAJ
collection	DOAJ
language	EN
topic	Role transition Clinical practice New clinicians Professional competence Novice professionals Professional practice Special aspects of education LC8-6691 Medicine R
spellingShingle	Role transition Clinical practice New clinicians Professional competence Novice professionals Professional practice Special aspects of education LC8-6691 Medicine R Eric Nkansah Opoku Lee-Ann Jacobs-Nzuzi Khuabi Lana Van Niekerk Exploring the factors that affect the transition from student to health professional: an Integrative review
description	Abstract Background The nature of a new health professional’s transition from student to health professional is a significant determinant of the ease or difficulty of the journey to professional competence. The integrative review will explore the extent of literature on the factors that impact the transition of new health professionals into practice, identify possible gaps and synthesise findings which will inform further research. The aim was to identify research conducted in the last two decades on the barriers, facilitators and coping strategies employed by new health professionals during their transition into practice. Methods Whittemore and Knafl’s methodological framework for conducting integrative reviews was used to guide this review. Sources between 1999 and 2019 were gathered using EBSCOhost (including CINAHL, Medline, Academic Search Premier, Health Science: Nursing and Academic Edition), PubMed, Scopus, Cochrane and Web of Science, as well as hand searching and follow-up of bibliographies followed. The Covidence platform was used to manage the project. All studies were screened against a predetermined selection criteria. Relevant data was extracted from included sources and analysed using thematic analysis approach. Results Of the 562 studies identified, relevant data was extracted from 24 studies that met the inclusion criteria, and analysed to form this review. Thematic analysis approach was used to categorise the findings into theme areas. Four overarching themes emerged namely: systems and structures, personal capacities, professional competence and mediating processes. Each theme revealed the barriers, facilitators and coping strategies of transition into practice among new health graduates. Conclusion The transition into practice for new health practitioners has been described as complex and a period of great stress. Increasing clinical and practical experiences during education are required to support new health professionals in the process of closing the gap between learning and practice. Continued professional development activities should be readily available and attendance of these encouraged.
format	article
author	Eric Nkansah Opoku Lee-Ann Jacobs-Nzuzi Khuabi Lana Van Niekerk
author_facet	Eric Nkansah Opoku Lee-Ann Jacobs-Nzuzi Khuabi Lana Van Niekerk
author_sort	Eric Nkansah Opoku
title	Exploring the factors that affect the transition from student to health professional: an Integrative review
title_short	Exploring the factors that affect the transition from student to health professional: an Integrative review
title_full	Exploring the factors that affect the transition from student to health professional: an Integrative review
title_fullStr	Exploring the factors that affect the transition from student to health professional: an Integrative review
title_full_unstemmed	Exploring the factors that affect the transition from student to health professional: an Integrative review
title_sort	exploring the factors that affect the transition from student to health professional: an integrative review
publisher	BMC
publishDate	2021
url	https://doaj.org/article/1b1d8f02e4594a6c86473c6c96ec5648
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Exploring the factors that affect the transition from student to health professional: an Integrative review

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