For individuals who move from nursing school to professional life, a transition period called reality shock often occurs. This phenomenon includes the first enthusiasm and hopefulness, referred to as the “honeymoon” phase, followed by the acknowledgment of the difficulties and pressures in the occupation (Graf et al., 2020). A recent nursing graduate, Jane Powell, began her career with a strong drive for nursing and a desire to work in critical care. Her original keenness and faith were evident as she carefully prepared for her role on a medical telemetry unit.
The “honeymoon” phase of reality shock is the first stage when a new graduate or employee feels enthusiastic and optimistic about their new job. There are several indications in Jane’s case that she initially went through the “honeymoon” phase. Jane showed her enthusiasm and excitement at entering nursing in the real world. She decided to purchase new scrubs, books on critical care nursing, new shoes, and a stethoscope to indicate how much she was ready to embrace her new career.
Jane felt prepared for her new role and believed in her nursing education. Such levels of confidence are typical of those who go through this transition period since they are highly optimistic about handling any challenges ahead (Ibrahim & Fathi Sleem, 2021). Jane’s efforts to review her notes from classes before starting her job demonstrated that she was eager to refresh herself with the knowledge that would help her be prepared for what lay ahead in terms of nursing obligations.
Jane Powell’s path is an emotional epitome of the steps rookie nurses typically take as they begin to assume professional roles. Most people start in a honeymoon phase, where one is so excited, confident, and eager to get started. However, the obligations in nursing are very demanding, and this is what made Jane emotionally shaken after her first month in the medical-telemetry unit. It is essential to recognize that this transition occurs frequently in the nursing field. This phase is critical for resilience, competence, and positive professional identity, among other factors.
References
Graf, A. C., Jacob, E., Twigg, D., & Nattabi, B. (2020). Contemporary nursing graduates’ transition to practice: A critical review of transition models. Journal of Clinical Nursing, 29(15-16), 3097-3107.
Ibrahim, A., & Fathi Sleem, W. (2021). Relationship between Reality Shock and Career Resilience among Nursing Intern’s Students. Egyptian Journal of Health Care, 12(3), 214-225.