The application of grounded theory was the conduit to theory development in this study. The intent was to explore nurse manager, educator, preceptor, and new graduates’ perceptions of workplace readiness for new graduates entering an Intensive Care Unit. Research participants were drawn from five different ICUs: Medical, Coronary Care, Surgical, Neuroscience, and Trauma. One-on-one interviews were conducted to collect participants’ perspectives on readiness to practice in the ICU. Using grounded theory, four themes emerged giving rise to the novice nurse embracing the ICU theory (NNEIT). Reflections on the type of grounded theory used, reasons for the selection, challenges faced in the theoretical development process, modifications for future grounded theory studies, and recommendations on how to further future grounded theory studies are discussed. Information useful for new grounded theory researchers and strategies for first-time researchers to overcome the challenges of conducting grounded theory studies are presented.
Keywords
Grounded Theory, Nurse, New Nurse, Intensive Care Unit
Author Bio(s)
LaToya Lewis-Pierre, EdD-CI is an Assistant Professor of Clinical at the University of Miami School of Nursing and Health Studies. Dr. Lewis-Pierre is an experienced ICU nurse leader, clinician, and educator. Her clinical specialties include critical care and telemetry. Her educator experience consists of didactic, clinical and distant learning programs. She is a member of the American Association of Critical Care Nurses (AACN) and Sigma Theta Tau Nursing Honor Society. She has served as a member of the AACN-Continuing education review panel and research grant review panel. She has a Bachelors and Master’s degree in Nursing. Dr. Lewis-Pierre completed her doctorate in education with a specialty in curriculum and instruction. She has conducted research in new graduate workforce readiness, end of life care, and workplace violence. Correspondence regarding this article can be addressed directly to: llewis@miami.edu.
Joann Kovacich, PhD is Associate Faculty at the School of Advanced Studies, University of Phoenix. Dr. Kovacich has taught online and face-to-face courses at several Universities. As an applied medical anthropologist her areas of specialization include interdisciplinary health care delivery, alternative and complementary health care, aging, ethnicity, and health care policy and law. Working on various federally funded projects as Principle Investigator and/or Project Director, she has co-developed several self-study web-based modules for health care professionals in the area of aging, Alzheimer research, interdisciplinary rural health care delivery, medication management, trans-cultural communication, and evidence-based complementary therapies for palliative care. In addition, Dr. Kovacich has expertise in qualitative research methodologies and program evaluation. Correspondence regarding this article can also be addressed directly to: jkovacich@email.phoenix.edu.
Dr. Linda Amankwaa is a graduate of Santa Fe Community College, University of Florida, Florida State and Georgia State University where she completed the Ph.D. in Nursing. She has been a faculty member at several online programs including University of Phoenix where she has worked with Doctoral Students for the last several years. Other faculty appointments include Florida A&M University and Florida State University both located in Tallahassee Florida. At Virginia Commonwealth University, Linda worked with researchers and created an instrument for use in understanding Maternal Responsiveness. This instrument is used in many countries. She is a member of American Academy of Nursing along with other organizations. Currently, Linda works as a member of the faculty at Albany State University located in Albany Georgia, USA. Correspondence regarding this article can also be addressed directly to: lcamankwaa@email.phoenix.edu.
Lewis-Pierre, L. J.,
Kovacich, J.,
&
Amankwaa, L.
(2017).
The Application of Grounded Theory: An Example from Nursing Workforce Research.
The Qualitative Report,
22(5), 1269-1283.
https://doi.org/10.46743/2160-3715/2017.2525
