Question 47, the final question in the questionnaire, was an open-ended question requesting suggestions on how management competencies could be improved for bridging graduates. The responses were analysed for patterns. Of the fifty eight respondents, fifteen (26%) did not provide any responses. The suggestions from the other forty three (74%) respondents were as follows:
• Mentoring and supervision for all new graduates on managerial tasks (6 respondents)
• Unit managers must be available to assist students obtain competency in managerial tasks (6 respondents )
• Unit managers to be orientated to their responsibilities regarding assisting the students to achieve their management objectives. The importance of the ward manager for leadership strongly emerged in the graduates’ responses. Unit managers retain responsibility for teaching students at ward level, but
learning ( 4 respondents)
• Respondents felt that the one month allocated for management practical is not sufficient. More time - up to three months to be allocated(17
respondents)
• Respondents indicated a need for more management as part of their educational preparation (4 respondents).
This finding is not surprising considering how quickly graduates are put into management roles.
• While training, students must be allowed to manage the unit under supervision of the unit manager (8 respondents).
• Management practical must be introduced early in the course and not in the second year (1 respondent).
These findings are consistent with Candela and Bowles (2008:270) where they state most nursing programmes consider management as an end of program concept and are usually placed in the final semester programmes and supplemented by some type of preceptorship experiences. The authors advocate management and leadership concepts should be incorporated from the beginning of the programme and consolidated throughout the curriculum. • During the management practice month, allocate students to the units
in which they will be placed so that they get to know the ward (3 respondents). • Students are not to be used in the ward as workforce during their
management practical months, as they are unable to achieve their competencies (3 respondents).
The data shows that the unit managers did not always consider students’ supernumerary status and allocated them to be part of the workforce. Despite their supernumerary status, students are still expected to be involved with the delivery of care. These findings are consistent with findings from a study conducted by O’Driscoll, Allan and Smith (2007).
• Clinical facilitators in the hospitals and college must be available to assist students achieve their management objectives (3 respondents).
• Job descriptions must be available for newly registered nurses so they are aware of their expectations (2 respondents).
4.7 Conclusion
Chapter 4 presented the perceptions of bridging programme graduates’
preparedness for their role as registered nurses and to manage a unit. Data was analysed and interpreted. A significant finding of this chapter was that the majority of bridging graduates perceived themselves prepared for their roles as registered nurses and able to manage a unit.
Chapter 5 will present a summary of the findings, conclusions, recommendations and limitations.
SUMMARY OF FINDINGS, CONCLUSIONS, RECOMMENDATIONS AND LIMITATIONS
5.1 INTRODUCTION
This chapter provides a summary of the research findings, conclusions,
recommendations and limitations. New graduate nurses’ transition to the role of a practicing registered nurse and their management competencies were examined through the eyes of bridging programme graduates.
Hickey (2010:35) states the educational preparation of nurses must afford the necessary skills and foundation for graduates to practice at a basic level of competency and safety. The clinical and instructional experiences during the academic programme should prepare students for entry into practice and provide learning opportunities that aid in the transition to the professional role.
Candela and Bowles (2008:266) state employers criticize nursing education
programmes for not preparing graduates adequately for the realities of the
workplace. On the other hand nursing schools seem to be telling employers not to expect graduates to be fully functional on employment. These authors contend, what is silent in this debate, is the voice of the recently registered nurse graduates. It is important to understand how prepared new graduates feel about the realities of the workplace. Their views and experiences may assist with the development of nursing education programmes that prepare graduates to succeed in any workplace
environment.
Graduates from this study completed the bridging programme for enrolled nurses, leading to registration as a general nurse, according to Regulation R683, and worked in private hospitals in KwaZulu-Natal during the data collection period.
The objectives of the study were as follows:
• Describe how newly qualified bridging programme graduates view their preparedness for their roles in managing a nursing unit on completion of the
bridging programme.
• Determine whether new bridging programme graduates experience any challenges in managing a nursing unit.
A summary of findings and the conclusions of this study will be described according to the objectives. An overview of the demographic profile of the respondents will be presented first. The graduates were asked to provide suggestions on how bridging graduates can gain management competencies.
The suggestions provided by the respondents were included throughout this chapter as part of the recommendations relevant to each theme.