Description
The experiences of clinicians making the transition from tertiary study into clinical practice has been widely documented in the nursing, medicine and allied health literature (Browne et al., 2018; Duchscher, 2009; Graf et al., 2020; Pleshkan, 2018). Transition theories utilised in previous published research drew from the work of Kramer’s reality shock theory, Duchscher’s station of transition, Bridge’s transition theory and Benner’s novice to expert theory. Graduates from tertiary study enter their clinical roles, to some extent, with a stark and sudden reality shock as to the actual demands of clinical practice. Centred within this shock is the realisation of learning gaps within their knowledge, skills and team integration, which has been termed a theory-practice gap. The resource implications for these gaps are significant for an industry who has certain expectations of a tertiary curriculum to provide work-ready graduates. During this transition from novice to expert, the student must engage with their employer-based training resources to ensure they achieve safe and effective standards suitable to their new role.| Period | Jan 2022 → 2028 |
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| Examinee | Grant Gallagher |
| Examination held at |
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| Degree of Recognition | International |