"Theory Becoming Alive": The Learning Transition Process of Newly Graduated Nurses in Canada.

BACKGROUND: Newly graduated nurses often encounter a gap between theory and practice in clinical settings. Although this has been the focus of considerable research, little is known about the learning transition process. PURPOSE: The purpose of this study was to explore the experiences of newly graduated nurses in acute healthcare settings within Canada. This study was conducted to gain a greater understanding of the experiences and challenges faced by graduates. METHODS: Grounded theory method was utilized with a sample of 14 registered nurses who were employed in acute-care settings. Data were collected using in-depth interviews. Constant comparative analysis was used to analyze data. RESULTS: Findings revealed a core category, "Theory Becoming Alive," and four supporting categories: Entry into Practice, Immersion, Committing, and Evolving. Theory Becoming Alive described the process of new graduate nurses' clinical learning experiences as well as the challenges that they encountered in clinical settings after graduating. CONCLUSIONS: This research provides a greater understanding of learning process of new graduate nurses in Canada. It highlights the importance of providing supportive environments to assist new graduate nurses to develop confidence as independent registered nurses in clinical areas. Future research directions as well as supportive educational strategies are described.

The inevitable pull of the river's current: interpretations derived from a single text using multiple research traditions.

The purpose of this article is to make visible the multiple ways in which doctoral students from various qualitative research traditions learned to think, read, and write interpretively as they completed an assignment requiring the interpretive analysis of a common interview transcript. Students were asked to offer a convincing account of the text and to demonstrate an understanding of what it means to interpret within their selected research tradition. Shared and disputed meanings arising from the interpretive process are presented and discussed. This description of their collective experience might be useful to novice researchers and their mentors.