Hitting the Floor Running: Transitional Experiences of Graduates Previously Trained as Enrolled Nurses

The purpose of this study was to explore the transitional experiences of graduate nurses who had previously trained as enrolled nurses. A small survey design was utilised to collect data using in-depth interviews. Two themes emerged from the data, ‘values dissonance’ and ‘role adjustment’. Results indicate that the transition from student to registered nurse is as stressful and labile for this student cohort as has been reported with regard to graduate transition generally. Industry expectations of these graduates must be aligned to their perceptions and abilities. Nursing graduates who previously trained as enrolled nurses require the same degree of guidance, support and understanding afforded other graduates upon entry into the workforce. INTRODUCTION Student nurses undertaking their Bachelor of Nursing (BN) who previously qualified as enrolled nurses (ENs) represent a significant cohort within undergraduate programs both in Australia and overseas (Senate Community Affairs Committee 2002). The motivation for enrolled nurses to upgrade their qualification to registered nurse (RN) appears to stem from three sources: an intrinsic drive for selfdevelopment; a reaction against the restricted nature of the existing EN role; and a decline in employment opportunities (Allan and McLafferty 2001; Parry and Cobley 1996). In the United Kingdom, for example, the general lack of employment opportunities for ENs is exacerbated by the present phasing out of the role within the health care and education systems (Francis and Humphreys 1999). In Australia, even though the role remains well supported by both systems, the employment of ENs has declined by over 20% since the late 1980s largely due to the restructuring of aged care services (Shah and Bourke 2001). In addition, many universities offer ENS shortened and specifically tailored undergraduate programs in recognition of their previous education (Greenwood 2000a; Yates 1997).