Date of Conferral

2021

Degree

Ph.D.

School

Health Services

Advisor

Sheryl Richard

Abstract

Abstract:New graduate nursing students transitioning to becoming professionals undergo education and training to gain knowledge and competence about transfusions. Nonetheless, new graduate nurses experience stress during a blood transfusion adverse reaction, which can be associated with lack of knowledge and inadequate training. The purpose of this qualitative study was to gather data from new graduate nurses who described their lived experiences with patients exhibiting symptoms of adverse reactions, how they reflected on their emotional effects, and the influences of the training on their knowledge and confidence. The research was grounded in social cognitive theory that centers on the concept of interaction among person, environment, and behavior and focuses on how learning involves perceiving, interpreting, and restructuring information into new understanding. The research was conducted qualitatively based on the principles of hermeneutic phenomenology to understand new graduate nurses’ experiences. Through purposeful sampling of 12 new graduate nurses who met the inclusion criteria of having attended transfusion training and having experienced a transfusion reaction were interviewed. Data were collected via semistructured interviews and data were analyzed using Colaizzi’s framework. Through the data analysis, three themes emerged: (a) emotional distress and burnout, (b) second victim phenomenon, and (c) unpreparedness and reality shock. The results of this study could lead to possible social change in implementing changes to training programs to enhance nurses’ knowledge about blood transfusions, thus decreasing stress, improving work environments, increasing retention, enhancing patient safety, and improving outcomes.

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