Abstract
Introduction: It has proven difficult to develop standardised methods and definitions for qualitative meta-syntheses. In this paper we suggest a theory-guided approach to meta-synthesis that enabled us to study the transition from being a nurse student to being a newly educated nurse in psychiatric settings. Insight into this transition is crucial for developing strategies to increase recruitment and retention of nurses in these settings.
Aim: The purpose of this study was to meta-synthesise psychiatric nurses experiences of the transition between being student and being newly educated and to discuss issues related to the particular approach to meta-synthesis.
Methods: A systematic Literature search was made in CINAHL, PubMed, PsycINFO and Web of Science. References were critically evaluated and five studies were included in a qualitative meta-synthesis inspired by the methodological outline put forward by Sandelowski and Barroso. The studies were interpreted guided by theory from the social science position «symbolic interactionism».
Results: Two central themes were identified: 1. Negotiation of roles and norms. 2. Interpretation of the institutional context. The newly educated psychiatric nurses felt a lack of formal introduction, had feelings of professional incompetence and were ambivalent towards their new role. Discussion and conclusion: The synthesis was evaluated and theory-guided interpretation could potentially be a significant contribution to qualitative meta-synthesis, which has not previously been explored in the Literature.