Medical Surgical: A Managerial Intervention

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Table of Contents

Introduction
Managerial Interventions
References

Introduction

One of the common problems in Medical-Surgical is the transition period from a student into a registered nurse. There are many demands in the field of nursing because they are expected to operate under pressure while maintaining efficiency and quality of services. Under typical working conditions, these nurses attend to patients’ needs, interact with next of kin, and maintain an inter-professional collaboration. As a result, most of these nurses feel overwhelmed, causing stress, exhaustion, and fatigue, all of which affects the quality of services. Managerial intervention is needed to address this problem by putting relevant measures in place to smooth the transition process and offer appropriate support to all medical-surgical nurses.

Managerial Interventions

There are several intervention methods, such as managerial support that aims to improve job satisfaction and role transition. One strategy the management could apply to solve the problem is experiential learning. In most cases, people learn by doing, and in experiential learning, new graduate nurses could address patients’ needs under the supervision of a senior clinician. As noted in Speight et al. (2019), experiential learning promotes confidence and competency development as well as confidence in clinical knowledge. As a result, graduate medical nurses learn to adjust to a new working environment because of the acquired confidence in their abilities that boosts job satisfaction.

The second strategy for addressing this problem is professional socialization. This strategy is essential in forging an institutional and professional identity for a nurse (Huber, 2018). Graduate nurses integrate with a senior clinician and other experienced care providers through activities such as conflict resolution and group meetings where they learn about values, beliefs, and skills. Continued interaction between the graduate nurses and experienced professionals enables them to acquire behaviors and attitudes that make them feel like part of a group, thus easing the transitioning process.

References

Huber, D. (2018). Leadership and nursing care management (6^th ed.). Elsevier Health Sciences.

Speight, C., Firnhaber, G., Scott, E. S., & Wei, H. (2019). Strategies to promote the professional transition of new graduate nurse practitioners: A systematic review. Nursing Forum, 54(4), 557-564. Web.

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Medical Surgical: A Managerial Intervention

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