Afaf Meleis Transition Theory

nName

nInstitution

nCourse

nDate

n

nIntroduction

nIllness and health changes of patient establish a transition process. In addition, patients in transition have a higher rate of vulnerability, which in turn increases the risk of their health. Therefore, in order to reduce this health risk, a nurse should understand the transition process (Meleis, 2011). Transition theory by Afaf Meleis incorporates the middle-range theory to help nurses in promoting constructive transition for patients, communities and families. In this respect, nurses play a crucial role in supporting and educating patients who are in major transitions in their life such as old age, pregnancy, recovery and illnesses (Riegel, Jaarsma, & Strömberg, 2012).

nTransition theory cover various topics such as situational transition, educational, illness and health transition, and nursing therapeutics (Im & Ju Chang, 2012). For instance, situational transition includes relocation and discharge transitions such as discharge from hospital to home and recovery from stroke. Moreover, educational transition encompasses transition in profession such as from a student to an expert. Furthermore, illness and health transition involve conditions such as accommodating palliative care (Malley, Kenner, Kim & Blakeney, 2015).

nTransition theory by Afaf Meleis is a middle range theory, which has several main concepts such as pattern and types of transition, characteristics of experiences of transition, conditions of transition, and indicators of the transition process, result indicators and therapeutics of nursing. Variations in health condition may expose a patient to higher risks of illnesses (Riegel, Jaarsma, & Strömberg, 2012). At the same time, it may stimulate the transition process. Nurses are required to provide quality care by understanding the experiences and responses of patients during transition.

nThe vulnerability of a patient to a particular disease is associated to transition interactions, experiences and environmental factors. In this respect, these factors expose a person to unhealthy or delayed coping, long period in recovery process and potential damage (Mora-López, Ferré-Grau & Montesó-Curto, 2015). Experiences of process of transition and nature, affect the interaction, environment and daily lives of an individual. Most importantly, environment, health and lives lead to transition. On the other hand, transition leads to changes in environment, relationships, health and lives.

nNurses play an essential role in provision of care because they are the main caregiver of patients as well as their families who are in the process of transition (Im & Ju Chang, 2012). In this case, they are engaged to the demands and changes following transition in the daily lives of patients and their kin. In addition, nurses are the caregivers who participate in preparation for approaching transition for their patients (Riegel, Jaarsma, & Strömberg, 2012). Furthermore, nurses have a crucial role to play because they promote the learning process of new skills, which are related to the illness and health experiences of the client. Some of the transitions that increase the vulnerability of a patient include illness experiences such as recovery, rehabilitation, surgical procedures and diagnosis (Im & Ju Chang, 2012). On the other hand, examples of developmental transitions include aging, menopause, adolescence, parenthood, childbirth and pregnancy as well as death (Mora-López, Ferré-Grau & Montesó-Curto, 2015).

nTransition has been utilized as a framework and perspective. Research indicate that transition theory can be used in nursing practice with different types of individuals such as family caregiver, maternal population, psychiatric populations and geriatric populations (Meleis, 2011). Transition theory is very useful in nursing because it offer directions when giving care to patients.

nTransition theory in Occupational Health of Nurses

nTransition theory by Afaf Meleis can be used in development of working framework that helps to reduce stress in the nursing. Studies reveal that there is emerging trends in incivility in nursing. In this case, workload in nursing care is one of the contributing factors. Uncivil behaviours among nurses have been described as arrogant, demeaning, intimidating, aloof and unfair to their patients and families (Malley, Kenner, Kim & Blakeney, 2015). Consequently, incivility among nurses has caused lack of satisfaction from their clients in the kind of services they provide.

nTransition theory explains the transition employment and work. The nursing practices can be explained in terms of occupational or work transition. Occupational transition can be viewed in diverse viewpoints with diverse experience and meaning (Meleis, 2011). In addition, occupation can be explained in terms of progression from Registered Nurse (RN) to nursing practitioner or from a nursing student to a professional, which can mean different roles in nursing. Similarly, when nurses do not experience career development, they tend to have low motivation. Workload in nursing was directly related to burnout, which led to job dissatisfaction and poor mental health. Workload acts as stressors because of the increasing workplace conditions. Research indicates new professionals in this sector experience high rate of burnout (Malley, Kenner, Kim & Blakeney, 2015).

nTherefore, appropriate transitions should be put in place in order to support the relationships of employees. On the other hand, development of occupational transition will play a role in discouraging growth of work stressors. Occupational transition encompasses the establishment of intrapersonal capitals for instance psychological resources in order to protect the nurses against stress.

nStress has been cause of uncivil behaviours among the nursing students. In addition, heavy workload in nursing contributes to clinical mistakes. According to Mora-López, Ferré-Grau & Montesó-Curto, (2015), stressors of students can be categorized into various areas such as heavy workload, interpersonal relationships and initial experiences (Mora-López, Ferré-Grau & Montesó-Curto, 2015).

nAccording to transition theory, the conditions of transition affect the manner in which an individual develop through a transition (Riegel, Jaarsma, & Strömberg, 2012). However, these factors can hinder or facilitate development towards accomplishing professional transition. Moreover, personal factors of transition include knowledge, preparation, socioeconomic and cultural attitudes and beliefs. In this case, personal conditions in the nursing practice including workload can act as a barrier to progress in their nursing career. Transition theory by Afaf Meleis posits that there should be social support in nursing in order to help nurses to persist and cope with emerging issues (Malley, Kenner, Kim & Blakeney, 2015). Researches by Im & Ju Chang, (2012), pointed that nurses who receive social support are more likely to have successful professional transition than those who do not (Im & Ju Chang, 2012).

nTransition theory recommends psychological support in order to reduce stress among nurses. In this case, this kind of support will increase a feeling of self-worth, self-efficacy and competency in nursing. Most importantly, psychological support is likely to reduce incivility among nurses (Riegel, Jaarsma, & Strömberg, 2012). For instance, when a nurse is in transition from a nursing student to a professional, psychological support should maintain the confidence of students and the facility should be approachable.

nConclusion

nStudies demonstrate that transition from graduate student to nursing should be enhanced. In this case, nursing students in clinical learning practice are subject to stress due to variety of factors. For instance, nursing environment has a wide range of challenges especially to nursing students because they must show their competency in patient care. For instance, nursing students feel overloaded which increases their working stress (Meleis, 2011). Transition theory support professional transition from RN to NP and from nursing student to professional hence appropriate measures should be in place.

n

nReferences

nIm, E. O., & Ju Chang, S. (2012). Current trends in nursing theories. Journal of Nursing Scholarship, 44(2), 156-164.

nMalley, A., Kenner, C., Kim, T., & Blakeney, B. (2015). The Role of the Nurse and the Preoperative Assessment in Patient Transitions. AORN journal, 102(2), 181-e1.

nMeleis, A. I. (2011). Theoretical nursing: Development and progress. Lippincott Williams & Wilkins.

nMora-López, G., Ferré-Grau, C., & Montesó-Curto, P. (2015). Analysis of the transition process among family caregivers in a hospital in the region of Catalonia in Spain. Applied Nursing Research, 29, 242-247.

nRiegel, B., Jaarsma, T., & Strömberg, A. (2012). A middle-range theory of self-care of chronic illness. Advances in Nursing Science, 35(3), 194-204.