This pilot study employed a qualitative description design to inquire into new registered nurses’ (RNs’) personal responses to being a “new nurse.” Six new RNs participated in semistructured interviews. The findings of this pilot study can be used to guide educational activities for nurse leaders and others who work with new RNs. Several strategies are discussed, which may ease new RNs’ transition into professional practice.
Kathleen S. Ashton, PhD, RN, is Assistant Professor of Nursing, School of Nursing, Duke University, Durham, North Carolina.
The author has disclosed that she has no significant relationships with, or financial interest in, any commercial companies pertaining to this article.
ADDRESS FOR CORRESPONDENCE: Kathleen S. Ashton, PhD, RN, 4408 Talcott Drive, Durham, NC 27705 (e-mail: firstname.lastname@example.org).