Barriers | Strategies/Facilitators |
---|---|
Systems and structures | |
1. Complex workplace systems: Complex hierarchies, administrative processes workplace politics and organisational dynamics [4, 6, 14, 16, 33, 36]. 2. Stereotyped operational cultures [15, 17] 3. Complex and overwhelming work-related responsibilities [3, 4, 15, 28, 34].. | 1. Sufficient orientation programmes [11, 13, 16, 31, 32]. 2. Preceptorship programmes [13, 28, 31]. 3. Mentoring programmes [5, 16, 22]. 4. Support from experienced senior colleagues [4, 5, 11, 16, 23, 30, 31]. 5. Peer group [4]. 6. Constructive feedback on performance from seniors, colleagues and clients [32, 34]. |
Personal capacities | |
1. Reduced perception of self-competence and unreadiness for practice [4, 6, 7, 18,19,20,21,22, 26, 27, 31,32,33]. | 1. Excitement in acquiring new skills and growing in their professions [3, 5]. 2. Motivation by associating their role to spiritual benefits [17]. |
Professional competences | |
1. Disparity between academics and actual practice [3, 4, 16, 21, 29]. 2. High levels of tension, anxiety and nervousness upon entering the world of practice [6, 7, 20, 25,26,27, 29, 32, 33]. 3. Inability to manage stressful emotional work-related situations [13, 20, 23]. 5. Inadequacy in clinical practice skills such as communication skills [10, 22, 24], organisational and management skills [16, 22], clinical decision-making skills [5, 22] and skills required for specific practice areas [6, 16, 29]. 6. Insufficient practical and clinical exposure in training [4,5,6, 21]. | 1. Prior clinical placement experiences helps ameliorate the stress and uncertainties that characterised transition into practice [4, 5, 7, 24]. 2. Cultivating a ‘doing, not observing’ attitude during transition into practice [26]. |
Mediating processes (Strategies/Facilitators for this theme apply to all three themes above) | |
1. Recognition that competence comes through continuous learning [7, 17, 33]. Through b. Revisiting lecture notes [4]. c. Taking continuing education courses [6]. d. Learning from the mistakes they make [25] e. Creating informal learning culture together with peers [36] f. Observing and learning from experienced senior colleagues [25]. 2. Establishing supportive contacts [4, 6, 11, 16,17,18, 23, 25, 31]. Through: a. Peer support meetings [5, 25], b. Study groups [5], d. Peer debriefing sessions [5, 22]. e. Previous lecturers [4], g. Fellow health professionals [7, 17, 30]. 3. Meaningful personal and social lives help alleviate transition stressors [17, 29, 30]. 4. healthy intra and interprofessional relationship [28, 30]. 5. Asking for help when uncertain [4, 6, 36]. 6. Seeking remote mentors and coaches [6]. 7. Effective listening and regularly asking questions [4, 22]. |