INTRODUCTION:

Meaning:

It is used to describe the reaction experienced when are moves into the work force after several years of educational preparation.

Causes of Reality Shock:

· Expectations may seem high and in some ways unrealistic.

· Feel unsure of yourself without the security of the instructor’s availability.

· Your education program did not adequately prepare you for what is expected of you.

· Do not have time to provide the same type of care you gave as a student.

· Not having the adequate subject knowledge while doing the procedures.

According to Bradby (1990) suggests that reality shock is part of the passage from novice to experienced nurse.

Effects of Reality Shock:

· Disillusioned

· Job hop (searching for the perfect place to practice perfect nursing as it was learned).

· Limitation (trying to provide ideal care and criticizing the system)

· Labelled as non conformists and trouble makers.

· Rejection of ideas.

· Simply mesh with the current framework.

Phases of Reality shock:

(i) Honeymoon phase

· Sees the world of nursing looking quite rosy.e

· Often fascinated with the thrill of arriving in the profession.

(ii) Shock and rejection:

· Has excessive mistrust

· Experiences increased concern over minor panics and illness.

· Experiences decrease in energy and feels excessive fatigue.

· Fells like a failure and blames self for every mistake.

· Has a hypercritical attitude

(iii) Recovery phase:

· Beginning sense of humor is the first sign.

· Decrease in tension.

· Increase in ability to objectivity.

Preparation to prevent reality shock:

· Think positively

· Be flexible

· Get organized

· Stay healthy

· Find a mentor

· Have some fun

· Know what to expect

Rules of the road for Reality shock

· Take care of yourself.

· Don’t be afraid to ask questions

· You will make mistakes; recognize them, learn from them and put them in past as you move forward.

· Get your personal life in order.

· Be adaptable

· Don’t always have to be right.

· Consider alternatives.

· Maintain a positive attitude

· Be aware in your activities

· Look before you leap

· Don’t react

· Don’t be panic

· Think before you act

Reality shock continues for three major reasons:

(i) By their very nature, the goals and products of nursing service and nursing education organizations are and must be, different and sometimes in opposition to one another.

(ii) Nurse educators have become removed from nursing practice and from control of that practice, and from a realistic perception of how that practice might be changed and improved.

(iii) Nursing service has unrealistic, albeit democratic, expectations of what it is possible for nurse to deliver, and has been slow in developing reward and accountability systems consistent with professional expectations.

Nature of service and education goals:

· The goal of any service organization is to deliver as much quantity and as high a quality of service as possible within the restriction of available resources.

· The amount of resources available is a function of the interactions among people, equipment, supplies, physical setting, leadership, organization, management and consistent needs.

· The total quantity of care is facilitated by the skill and ability of people, usually nurses, to manage available resources through judicious assessment of patient needs and assignment of personnel.

· Education goals on the other hand, focus on the individual as a learner.

Nurse Educator’s abdiction of responsibility:

· Non involvement in the practice setting, nurse educators has lost both their perception of realistic professional nursing practice and their power to influence nursing practice in the work setting.

· Do something about finishing the professional socialization process they began on students, unless they create opportunities for students to challenge and to build their own value system.

· Non-involvement in practice issues is in its failure to take leadership in clearly defining the role and functions of professional and technical nurses.

· They themselves are the products of baccalaureate and master’s programs in nursing who know only professional nursing practice. They don’t know how to prepare technical nurses.

Unrealistic vision of nursing service:

· If it is restrictions of available resources, there are three solutions possible to permit the quality of care.

Increase the resources/ quality of resources

Reorganize and make Reduce the quality of care

the delivery more given by leaving some

efficient and effective patients needs unmet.

Finding solutions for reality shock:

Non productive coping methods:

(i) Create a role for yourself that blends the ideal with the possible.

Competencies are

· Theoretic knowledge for safe practice.

· Use of the nursing process.

· Self-awareness

· Communication skill

· Delegation

· Documentation

· Skill proficiency

· Work ethic

· Speed of functioning

· Interpersonal relationship skills and cultural sensitivity.

(ii) Gain information about what the employers in your community expect from new graduates. Try to get specific information.

(iii) Try to correlate it with a realistic appraisal of your own ability to function in accordance with an employer’s expectations.

(iv) With areas of practice, weigh the importance of an issues.

(v) Making orientation programs.

REFERENCES:

1. Larence T. Wolper (1999). Health care Administration. (3^rd Ed.)., Jones & Bartlett Publishers; London.

2. Ann Helen Gallagher. (1995). Current administration. (6^th Ed.). McMillan Company.

3. Diana Halfer & Elaine Graf . (2006). Graduate Nurse Perceptions of the Work Experience Jannetti Publications; 24(3):150-155.

Received on 14.07.2011 Modified on 18.08.2011

Asian J. Nur. Edu. & Research 1(2): April-June 2011; Page 51-53